| STEM class,as the carrier of STEM education value realization,is an important means to cultivate comprehensive talents,which is of great significance to cultivate the "whole person" who can adapt to the rapid development of modern industry in the future.As an integrated interdisciplinary classroom,which is different from traditional classroom in teaching concept and practice mode,it poses new challenges to teachers’ teaching behavior in practice.At present,STEM classroom has become one of the important directions of teaching research,and various countries have put forward suggestions on how to better carry out STEM classroom from the government level and many scholars.However,the quantitative research results based on teaching practice need to be further enriched and deepened,and the real practice needs to be studied.This study takes 18 STEM lessons from different provinces and regions as the research object,which includes classroom teaching records,videos and lesson plans.In order to carry out a more in-depth and comprehensive analysis,the current research methods and common tools of classroom teaching characteristics are analyzed after literature review,and a multi-evaluation framework system is constructed.Using the holistic evaluation of RTOP gauge and the i FIAS code as the research tool,the multi-evaluation of classroom observation scale,the code of teacher-student interaction and the analysis of lesson plan were carried out.Through the use of data statistics,difference analysis,comparative analysis and other ways to the overall teaching characteristics of the classroom,teacher-student interaction pattern and the status of teaching design in-depth analysis,in order to extract the practice model of high-quality classroom.Based on the above analysis,it is found that: High quality teachers in the classroom on the design of the task more the pursuit of the real environment field teaching motif situation,on the concept to embodies the idea of student-centered,used to develop the innovative thinking of pluralistic teaching strategy,pay attention to the effectiveness of classroom discourse between teachers and students interaction characterization and build positive emotional atmosphere,have a certain learning evidence consciousness.The above conclusions provide some reference for the improvement of STEM classroom teaching practice,teaching reflection and subsequent classroom teaching research. |
