Research On The Supporting Strategies Of Kindergarten Teachers Based On The Connotation Of STEM Education ——Taking S Kindergarten In W City As An Example

In 2017,China introduced STEM education and launched practical exploration.In recent years,STEM education has been widely promoted,but there are also some problems and puzzles.Therefore,it is necessary to clarify the connotation and orientation of STEM education in kindergartens,and explore feasible teaching strategies through practice,so as to realize high-quality STEM teaching.By analyzing the existing literature,this study points out the suitability and necessity of STEM education in kindergartens,clarifies the orientation and connotation of STEM education in kindergartens.At the same time,by interviewing 10 front-line teachers,this study uses the interview method to sort out the similarities and differences between STEM education and previous science education,as well as teachers’ feelings in practice.The main points are as follows: First,STEM education attaches importance to subject integration,but it needs to be implemented gradually according to the ability of children;Second,STEM education focuses on generating curriculum,which puts forward higher requirements on teachers’ curriculum organization ability;Third,STEM education is conducive to children’s in-depth learning and active exploration.By using the methods of observation and case analysis,this study summarizes and refines five supporting strategies through reviewing on three STEM cases in kindergarten,including:（1）Capture sensitively,find feasible STEM opportunities（2）Change the environment,create possibilities for in-depth exploration（3）Continuous observation,scaffolding children’s learning（4）Encourage trial and error,improve children’s STEM ability in the process of iterative renewal（5）Break through the bottleneck,promote the deeper development of the project.