A Case Study Of Teachers’ Cultivate For Children’s Learning Initiative In STEM Educational Activities

Young children’s learning initiative is an important aspect of learning quality,which is the basis for their lifelong learning and development and affects the quality of their subsequent learning and development.This study starts from kindergarten STEM education activities,takes constructivism as the theoretical basis,and takes Kindergarten Y Class A in Kunming as a case study,and uses literature,non-participant observation,and interview methods to explore the current situation,characteristics,effectiveness,problems,and countermeasures of teachers in cultivating children’s learning initiative.First,based on the existing research,the author compiled the "Kindergarten Teachers’ Observation Sheet on Cultivating Young Children’s Learning Initiative" in conjunction with the purpose of the study,and observed and recorded the specific behavioral performance of the teachers in Class A in cultivating young children’s active participation,active discovery,active exploration,active interaction,and active cooperation in the five dimensions of STEM education activities,and analyzed the teachers’ cultivation of young children’s learning initiative in Class A in conjunction with the in-depth interviews with the teachers in Class A.The study found that the teachers in Class A cultivated children’s initiative.The study found that the current situation of teachers in Class A in cultivating children’s learning initiative can be summarized in the following six aspects: stimulating children’s interest in participation;leading children’s observation and discovery;facilitating children’s active exploration;supporting children’s interaction and contact;encouraging children’s listening and expression;and facilitating children’s negotiation and cooperation.Second,based on the analysis of the current situation of teachers’ cultivation of children’s learning initiative,the characteristics of teachers’ cultivation of children’s learning initiative in STEM education activities in Class A were summarized and refined: creating a supportive environment according to local conditions;constructing activity links based on children;and interpenetrating with other activities to promote children’s active learning.At the same time,the effectiveness of teachers in Class A in fostering children’s learning initiative in STEM education activities was further outlined: willingness to participate in activities;active exploration;strong problem awareness;and active interaction and cooperation with others.Third,the study analyzed the problems of class A teachers in cultivating children’s learning initiative,and summarized the problems as lack of planning in material placement,too much emphasis on cultivating children’s interest in learning,and neglecting children’s process experience.Through further analysis,we attributed the reasons to the lack of thorough understanding of the concepts of young children’s learning initiative and STEM education,the lack of experience in conducting STEM education activities,and the lack of comprehensive understanding and practice of material placement.Finally,according to the problems of teachers in cultivating young children’s learning initiative,a series of suggestions are put forward in three aspects: focusing on knowledge and experience accumulation,giving full play to the role of scaffolding;planning materials placement rationally to ensure effective activity time;focusing on young children’s activity process experience,supporting young children’s exploration and discovery,aiming to promote kindergarten teachers to better cultivate young children’s learning initiative in STEM education activities.