Educational Reflection In Kindergarten Teachers' STEM Practice

STEM is the abbreviation of the English initials of science,technology,engineering and mathematics(Science,Technology,Engineering and Mathematics),but STEM education does not refer to the simple superposition of the knowledge of the four disciplines,but refers to the way of interdisciplinary integration.The scattered knowledge in the whole four disciplines is driven by real problems and enhances students' scientific literacy,technical literacy,engineering literacy and mathematical literacy in the real situation of solving problems,cultivating students' ability to solve problems and the ability to practice innovation.(Although people have proposed STEM,STEAM,STEM+and other vocabulary so far,STEM is the most widely used term and most consistent with the nature of this kind of education.Therefore,this study tends to be uniformly expressed as STEM,but in the literature review Where the original STEAM was used,this study will respect the language of the original document.)STEM education is gradually becoming a hot issue in the education field.However,the current domestic research mainly focuses on the application and development of STEM education in primary and secondary schools.There are few studies on STEM education for early childhood,so the research on STEM education in early childhood is studied.It is very necessary.Kindergarten teachers are the fundamental guarantee for the implementation of STEM education.Therefore,the researchers try to use the qualitative research method from the perspective of preschool teachers,select four kindergarten teachers as the research objects through theoretical sampling,and use the interview method to collect data.The paper analyzes,generalizes and integrates the data by using the three-level coding of rooted theory to analyze the data,in order to construct the relevant theories of kindergarten teachers to implement STEM education.The study is divided into four parts:The first part is the introduction,which mainly discusses the reasons for the selection of the research,the significance of the research,the research status at home and abroad,the research review and the definition of the concept;The second part is the research design.Firstly,the research method,research process and sampling description are briefly introduced.Secondly,the data collection,collation and analysis are discussed.The open login,associated login and core login are elaborated.The relevant steps,through the step-by-step login method,determine the core generics "adaptation:the path of knowledge under multiple factors",and form a theoretical model that can explain all the data.Finally,the validity and ethical considerations of the research are carried out.The third part is the model interpretation.Through the causal conditions,situational conditions,phenomena,mediation conditions,action strategies and results of STEM practice of preschool teachers,the theoretical model of "school reflection on STEM practice of kindergarten teachers" is discussed in detail;The fourth part is conclusions and recommendations.The study found that there is a basic process in the STEM practice of preschool teachers.Although their practice paths are different,they all face the reality of continuous education reflection.Integrating the various concepts abstracted in the study,we found four types of educational reflections in STEM practice of preschool teachers,namely technical reflection,action reflection,holistic reflection and critical reflection,thus constructing the final study of this study.Conceptual framework.Finally,the researchers proposed three related recommendations based on this study.