A Qualitative Study On The Influencing Factors Of Interdisciplinary Teaching Ability Of STEM Teachers In Primary And Secondary Schools

Under the background of the era of artificial intelligence,knowledge has become more diversified and integrated,and cultivating composite and innovative talents in an interdisciplinary perspective is a conscious response to the demands of the era of big data and artificial intelligence.At present,STEM education is a typical interdisciplinary education model,and it is an important way to cultivate interdisciplinary talents in developed countries.STEM teachers are a key factor in implementing STEM education.At present,the reserves and training of STEM teachers in primary and secondary schools in China are facing many problems.The fuzzy understanding of "the factors affecting interdisciplinary teaching" and "how to complete interdisciplinary teaching" directly restricts the implementation and development of interdisciplinary teaching for STEM teachers in primary and middle schools.Therefore,this study takes STEM teachers in primary and secondary schools as the research object,and conducts a systematic and qualitative research around"influencing factors of STEM teachers’ interdisciplinary teaching ability".Based on grounded theory,the research collects raw data through various forms such as field surveys and in-depth interviews.After the process of open coding and spindle coding,it summarizes the factors affecting the interdisciplinary teaching of STEM teachers in primary and secondary schools.From the perspective of ecological theory,the influential factors model of STEM teachers’ interdisciplinary teaching ability is constructed from the complex relationships among conceptual categories from the micro-,meso-,and macro-systems,which mainly include three major aspects and seven main categories,respectively.It is the overall design influencing factors(school construction,social support),functional influencing factors(teacher value recognition,teaching innovation performance),and process influencing factors(teamwork,wisdom teaching ability,multidisciplinary knowledge reserve).In order to better understand how the influencing factors of various dimensions affect STEM teachers’ interdisciplinary teaching,this study selects two typical STEM seed schools for case analysis,and analyzes the process of the two schools entering the ranks of STEM seed schools to summarize and summarize the impact dimensions.Impact path.Through case analysis,it is found that the overall design factors can affect the interdisciplinary teaching ability of STEM teachers through functional and proactive factors,and the process and functional factors directly affect the interdisciplinary teaching ability of STEM teachers.Based on the analysis of influencing factors and case investigations,the feasibility strategies and suggestions for cultivating STEM teachers’ interdisciplinary teaching ability are put forward.It mainly includes:(1)implementing the top-level design,formulating a long-term vision and action plan for STEM education in schools;(2)building an interdisciplinary and innovative STEM teacher team,monitoring the teaching process and providing assistance;(3)establishing a STEM teaching responsibility award,Attract STEM talents into the teaching profession;(4)Establish an incentive mechanism to guarantee teachers’ teaching innovation,establish teaching responsibility awards,strengthen STEM interdisciplinary teaching promotion,and improve the evaluation mechanism.