Rural High School Physics Clubs Carry Out Research On Teacher-student Interaction In STEM Activities

With the promulgation of the Guiding Outline of the Comprehensive Practical Activity Curriculum for Primary and Secondary Schools and the Standards for the General High School Physics Curriculum(2017 Edition),many schools have tried to use various resources to carry out STEM activities and use them as comprehensive practical activity courses to cultivate students' comprehensive practical ability and core literacy in physics.However,the STEM activities carried out by most schools may only stay on the surface,and the integration of multiple disciplines is not reflected,and most of the teachers who carry out STEM activities are not from STEM learning.After consulting the relevant literature,it was found that there were few studies on the STEM activities of rural high school students,so the author chose and carried out this study,hoping to analyze the verbal interaction between teachers and students in STEM activities carried out by STEM teachers(with foreign STEM education learning and research experience)in a rural middle school in Tianjin,to find out the difficulties encountered by the teacher in carrying out STEM activities in this rural high school and make suggestions,hoping to provide teaching cases for other teachers.In this study,the activities of STEM teacher Liu were recorded on the spot,and the subject of the course(activity)was students in the “physics” society.The course(activities)is divided into 6 lessons,the theme is to explore the weighing and speed of the boat,the form is mainly to guide students to use blocks as sides,foam board as the bottom to splice into a boat.Then,through the combination of literature review and lesson recording videos,an “analysis framework” was formulated,and according to this framework,a qualitative and specific analysis of the activity was carried out from the perspective of teacher-student interaction,and at the same time,an interview plan for Teacher Liu was formulated and interviewed in combination with the analysis of teacher-student interaction.It was further found that the STEM activities carried out by Teacher Liu are highly subjective,the teacher's guidance to the students is just right,some students can gradually think and explore under the guidance of the teacher,and they can sometimes take the initiative to find problems and solve problems under the guidance of the teacher.Finally,combined with the analysis of the event video and interview,It was found that There were problems in the STEM activities carried out by Teacher Liu in a rural middle school in Tianjin this time:(1)Some students treated classroom activities negatively due to negative emotions.(2)Some students had weak hands-on ability.(3)Some students had weak expression skills.(4)The corresponding views were given by teachers instead of students.(5)The number of students in the classroom was too large,and teachers could not fully take care of each student.(6)Teachers' understanding of learning conditions was not comprehensive enough.(7)The interval between each class was too long.(8)The “analytical framework” is not perfect.At the same time,relevant suggestions are given,hoping to help and learn from teachers who are interested in carrying out STEM activities in rural secondary schools in the future.