基于社会化理论的STEM教育协同发展：课程—师资—资源协同 度评估与影响因素研究——来自东中西部126所中小学的实证证据 = Collaborative Development of STEM Education Based on Socialization Theory: Assessment of Collaborative Degree and Investigation of Influencing Factors in Curriculum-Faculty-Resources — Empirical Evide

다국어 초록 (Multilingual Abstract)

本研究基于社会化理论中多元主体互动的核心观点，构建STEM教育“课程-师资-资源”协同发展分析框架，旨在明确其协同发展现状、区域差异及影响机制，为STEM教育优质均衡发展提供理论支撑与实践参考。研究构建了涵盖课程融合度、师资专业能力、资源供给水平、协同联动性四个维度的协同度评价体系，采用分层随机抽样法，选取东中西部126所中小学为研究对象，运用问卷调查（有效样本N=892）、深度访谈（N=252）与课堂观察（N=32）相结合的混合研究方法收集数据，通过描述性统计、差异性分析及多层线性模型进行实证检验。结果表明：（1）STEM教育“课程-师资-资源”协同发展总体处于中等偏下水平（平均得分62.34分），核心短板表现为课程跨学科融合深度不足、师资跨学科专业能力薄弱、资源供给存在结构性失衡且协同联动性不强；（2）协同发展水平存在显著区域差异，呈现清晰的东-中-西梯度递减特征，东部地区平均得分（75.82分）显著高于中部（61.45分）和西部地区（48.73分），且西部地区的城乡协同差距尤为突出；（3）多层线性模型分析显示，学校层面的师资专业能力（β=0.38，p<0.001）与资源供给水平（β=0.32，p<0.001）对协同度具有最强正向预测作用，课程融合度次之（β=0.21，p<0.01）；家庭科学素养、区域经济发展水平与教师跨学科教学能力亦对协同发展呈显著正向影响。基于上述研究结论，本研究从课程、师资、资源三位一体视角，提出强化师资跨学科培训与激励机制、推动区域资源共建共享及城乡一体化配置、构建家校社多元联动支持体系等优化策略，助力STEM教育协同发展与优质均衡推进。

다국어 초록 (Multilingual Abstract)

Based on the core perspective of multi-stakeholder interaction within socialization theory, this study constructs an analytical framework for the collaborative development of "curriculum-faculty-resources" in STEM education. It aims to elucidate the current status, regional variations, and underlying mechanisms of this collaborative development, thereby providing theoretical support and practical reference for the high-quality and balanced development of STEM education. This research establishes a collaborative development evaluation system encompassing four dimensions: curriculum integration, faculty professional competence, resource supply level, and collaborative connectivity. Employing a stratified random sampling method, 126 primary and secondary schools across the eastern, central, and western regions were selected as research objects. Data were collected using mixed research methods combining questionnaire surveys (effective sample N=892), in-depth interviews (N=252), and classroom observations (N=32). Empirical testing was conducted through descriptive statistics, differential analysis, and multilevel linear models.
The results indicate that: (1) The overall collaborative development of STEM education's "curriculum-faculty-resources" system is at a lower-middle level (mean score 62.34), with core deficiencies manifesting as insufficient depth of interdisciplinary curriculum integration, weak interdisciplinary professional competence among faculty, structural imbalances in resource supply, and limited collaborative connectivity; (2) Significant regional differences exist in collaborative development levels, displaying a clear east-central-west gradient pattern. The average score in the eastern region (75.82) is significantly higher than that in the central (61.45) and western regions (48.73), with particularly pronounced urban-rural disparities in collaborative capacity in the western region; (3) Multilevel linear model analysis reveals that school-level faculty professional competence (β=0.38, p<0.001) and resource supply level (β=0.32, p<0.001) have the strongest positive predictive effects on collaborative degree, followed by curriculum integration (β=0.21, p<0.01); family scientific literacy, regional economic development level, and teachers' interdisciplinary teaching competence also demonstrate significant positive influences on collaborative development.
Based on these findings, this study proposes optimization strategies from a curriculum-faculty-resources integrated perspective, including strengthening interdisciplinary faculty training and incentive mechanisms, promoting regional resource co-construction and sharing as well as urban-rural integrated allocation, and constructing a multi-stakeholder collaborative support system involving families, schools, and society. These strategies aim to facilitate collaborative development and advance the high-quality and balanced implementation of STEM education.