Investigation On STEM Teaching Behavior Of Preschool Education Students In Shanghai

The education reform and the core literacy have brought opportunities for the development of STEM education in China.The expansion of the scope of STEM education objects has made people begin to pay attention to the STEM teaching of preschool children.The main body of children's STEM teaching is children,and the main implementers are kindergarten teachers.The level of teachers of children's STEM teachers is the key to achieving high-quality children's STEM teaching.Clarifying the factors that affect the teaching behavior intentions of children's STEM teachers can improve the level of children's STEM teachers.Help.This study is based on the theory of planned behavior,through the six dimensions of STEM related knowledge,STEM teaching behavior experience,attitude to STEM teaching,subjective norms of STEM teaching,STEM teaching perception behavior control,and STEM teaching behavior intention.Conducted an investigation,established a model that influenced the intentional behavior of STEM teaching behavior,and proposed 11 hypotheses.Designed a "Survey Questionnaire for STEM Teaching Behavior Intention of Shanghai Pre-primary Education Students",and conducted a sample survey among pre-school education students in Shanghai universities.The sample survey sample covers students from all grades from freshman to doctorate.The recovered 481 valid data were analyzed by SPSSAU platform for structural equation model.After descriptive statistical analysis,evaluation of measurement model,analysis of aggregation validity and differentiation validity,model structure modification and other steps,the hypothesis was gradually tested.Finally,of the 11 hypotheses proposed in this study,8 hypotheses hold.To further explain the hypothesis verification results,based on a questionnaire survey,sample interviews were conducted with preschool education students from three universities in Shanghai.The interviewees came from undergraduates and graduate students of East China Normal University,Shanghai Normal University,Shanghai Normal University Tianhua College.After interviewing the interviewees one by one,37 effective interview materials were obtained.Based on the grounded theory,the interview materials were coded by Nvivo software,and a total of 69 codes were obtained at the third level.In the process of analyzing the codes one by one,it not only clarified the status quo of STEM teaching behavior intentions of preschool education students,but also deeply verified the results of quantitative data analysis.Combining the analysis of questionnaire data and the coding analysis of interview data,the research conclusions are summarized: STEM-related knowledge will affect the attitude of STEM teaching,subjective norms of STEM teaching,and behavioral behavior control of STEM teaching;experience of STEM teaching behavior will affect the attitude of STEM teaching,subjective teaching of STEM Norms;STEM teaching attitudes will affect STEM teaching behavior intentions;STEM teaching subjective norms will affect STEM teaching behavior intentions;STEM teaching perception behavior control will affect STEM teaching behavior intentions.After deriving the influencing factors and influencing mechanism of STEM teaching behavior intentions of pre-school education majors,according to the conclusion of this study,some suggestions for pre-school STEM pre-service teacher training in colleges and universities were proposed: strengthen multi-field cooperative research and strengthen the theoretical basis of preSTEM teaching in chemistry;Use diversified social resources to enhance the practical wisdom of students in preschool education;improve the participation awareness of students in preschool education,and enhance their positive attitude to learn STEM courses;take PBL teaching mode as the core,cultivate the development and development of STEM teaching activities for students in preschool education Designing ability.