A Study On The Teaching Design Ability Of Preschool Teachers In STEM Education

The study of teaching design began in the United States and was introduced into China in the mid-1980 s,which gradually aroused the interest of Chinese scholars.Teaching design has become one of the active hot spots in the field of teaching research.Good teaching effect can not be separated from teachers’ professional,scientific and standardized teaching design,and teachers’ ability to carry out systematic teaching design is also a part of teachers’ professional growth.Cross-disciplinary STEM education initiated by the United States has become a new trend of science and technology education in the world today,and a new direction of the current discussion of preschool education.During preschool STEM education,preschool teachers are the main body of teaching design and their teaching Design ability will directly affect the quality of preschool teachers’ teaching activities,affect the realization of STEM educational value and goal,and reflect the professional accomplishment of preschool teachers.Analyzing and studying teachers’ design ability in STEM education activities can make preschool teachers set up correct teaching design concept,promote their teaching design ability to improve continuously,and optimize the effect of teaching activities.This study selected the teachers of X kindergarten in H district of Chongqing as the research object,and adopted the literature method,content analysis method,questionnaire survey method and interview method as the main methods to analyze the teaching design ability level STEM preschool teachers.During the process of reading and sorting out the relevant documents,we understand the research viewpoints and conclusions of the existing scholars,determine the dimension STEM preschool teachers’ teaching design ability,compile the content analysis table and questionnaire of preschool teachers’ teaching design on the basis of reference,and test the reliability and validity of the research tools.Use of SPSS21.0 to collect 50 STEM lesson plans and 50 A valid questionnaire is analyzed and sorted from seven dimensions: teaching goal,teaching object,teaching content,teaching process,teaching method,resource media and teaching evaluation.The research results show that the STEM teaching design ability of preschool teachers in X kindergarten is at the general level,and there are many problems to be solved in the process of teaching design: the choice of STEM teaching content is lack of life;the formulation of teaching objectives is lack of integration;the teaching process lacks the strategy to overcome difficulties;the main body and content of STEM teaching evaluation is one-sided;teaching reflection consciousness is weak.Through further interview with preschool teachers,it is understood that the factors that affect the ability of preschool teachers STEM teaching design mainly include teachers’ own factors,pref-service education training factors,teacher training factors and kindergarten management factors.Therefore,through the description and discussion of the relevant factors,combined with the development characteristics of preschool teachers,put forward suggestions to improve the STEM teaching design ability of preschool teachers: strengthen self-cultivation,improve the ability of STEM teaching design;through pref-service education,master the theory of STEM teaching design;provide relevant training to enrich the form STEM teaching design training for preschool teachers;pay attention to the form of teaching design training for young teachers the supporting role of the management of the children’s garden,and establish an incentive system.Aim to provide some reference value for kindergarten under similar conditions in improving STEM teaching design ability of preschool teachers.