Research On The Construction Of Design-Maker Education Field

With the rapid expansion of global maker culture and democraticinnovations,topics of design-makers and maker education become crucialconcerning the future development of innovative cognition.It will influence thecognition of the innovation subject in the future.Due to the lack of research on the deep integration of design,innovation and entrepreneurship education,theconcept of "maker" always faces to the dilemma of being widely interpreted andeven misunderstood.In addition,the development system of design-makereducation is in a state of chaos and confusion.In the design maker education activities and space construction,there is a blind following and stereotyped stateof development.The current situation of fragmentation and homogeneity ofdesign-maker education resources needs to be integrated and constructed,whichis a systematic research topic that needs to be solved urgently.In this research,according to the internal development needs andcharacteristics of design-makers and the current development trend ofcross-border integration of design disciplines,the core of design-makereducation is put forward,that is,to build a field and dig deep into self potential and develop the intellectual learning ability of integrating knowledge withpractice in the field for the society and the future.The nature,characteristics,value and influence of design-maker education field are explored.Some usefulexperiences related to field development at home and abroad are sorted out.This theory integrates interdisciplinary theories such as sociology,pedagogy,architecture,and psychology.It is explored the field connotation,experiencereference,abstract model,and practical paradigm in this research.The authorused field research,case studies,qualitative and quantitative analysis,big data analysis and other research methods to explore its essence,characteristics,valueand impact.The core concepts,construction principles,influencing factors andpractical strategies of design-maker education field are put forward based onempirical research.The interdisciplinary theoretical support of design-maker education field localization is constructed.The complex correlation of design-maker education related factors in field is demonstrated.Maker space is used asthe carrier and basis of education to explore the specific development logic inline with the psychological characteristics and behavioral needs of the design-maker.The connotation of the relatively independent micro socialinnovation space structure of design-maker education place is analyzed based onthe spirit and cultural orientation of the design-maker education place.The fieldmodel is used to build learning environment to support the mental development of design-makers.The five design dimensions of "community,creation,materialtechnology,field environment and field flow" are empirically designed.Thespecific contents such as the crowd in the field,the educational behavior ofcreative activities,the relationship between the existence of things in the field and design,the spatial carrier of design-maker education implementation,theintangible existence and energy cycle in the field are extracted.The five implementation stages of "putting forward vision,integrating resources,buildingcarrier,iterative update and network cluster" are used to develop the fieldprototype.The field ecosystem,and the basic path of collaborative developmentbetween fields is put forward.The three case projects of the differential development of the field of design-maker education in universities,enterprisesand communities are practiced according to the field abstract model.thelocalization development models of industry-university-research driven,enterprise industry chain driven and community co-creation driven are summarized.In this research,a growing,energetic and well-defined field of design-makereducation is finally formed.This research provides a new perspective and newthinking for changing the current situation of lacking systematic theoretical support,improving the current situation of design-maker education that hasplace but no field and place but no spirit,connecting the deep development ofdesign innovation,design entrepreneurship,design poverty alleviation,traditional process revitalization,community renewal and open-loop education,cultivating more future talents with design-maker literacy,and promoting theintellectual transformation from made in China to created in China and the futuredevelopment of design education.