Research On The Implementation Of STEM Education For Primary School Teachers Based On CBAM Theory

At present,we are in an era of high technological change,and the country's demand for technical and innovative talents is increasing.As a new direction of China's education reform,STEM education can cultivate students' higher-order thinking abilities such as problem-solving ability,critical thinking and innovative thinking,and is an important way to promote the cultivation of high-tech talents.China has been exploring the reform of STEM education for many years.How about the implementation effect of STEM education reform?As the key subject of implementing STEM education reform,primary school teachers' attention to and implementation level of STEM education directly affect the teaching effect of STEM education in primary schools.In this study,primary school teachers in Shandong Province were investigated to investigate the current status of STEM education implementation in primary schools in Shandong Province.The CBAM proposed by Hall,which can effectively measure the stage and implementation level of teachers' attention to educational reform,has been widely used in the research of various educational reform.Based on the systematic analysis of CPAM theory and related studies,this study designed the stage of primary school teachers' attention to STEM education and the interview outline of primary school teachers' implementation level of STEM education.Taking primary school teachers of mathematics,science,information technology and practical activities as the research objects,questionnaires were distributed in primary schools in some areas of Shandong Province,and a total of 391 valid questionnaires were collected.Subsequently,ten teachers carrying out STEM teaching in primary schools were interviewed in depth.Through the analysis of the results of questionnaires and interviews,the author understands the current implementation status of STEM education for primary school teachers,and proposes suggestions and strategies for promoting STEM education in primary schools in view of the existing problems.The results show that primary school teachers pay more attention to STEM education reform overall,and pay the highest attention to the "cooperation" stage.There are significant differences in the stages of attention to STEM education among teachers of different ages,educational background,teaching age,professional title,professional background,training background and school location.There is a strong positive correlation between the stage of teachers' attention to STEM education and the level of implementation,but the overall level of teachers' implementation of STEM education is low.The main reasons that affect primary school teachers' attention to and implementation of STEM education are the lack of policy guidance,the imperfection of STEM curriculum standards,the lack of STEM curriculum resources,and the lack of professional competence of teachers.Suggestions to promote the development of STEM education in primary schools are as follows: the government should take measures to change people's ideas about STEM teaching;Pay attention to regional differences,establish STEM curriculum standards;To build an integrated ecosystem of STEM education through co-construction and sharing by schools;Perfecting teaching evaluation and standardizing STEM evaluation standards;Enhance the attention of teachers and improve the STEM professional ability through differentiated training;Intensify self-improvement and reflect to promote teacher's professional development.