Research On The Maker Learning Model Of Engineering College Students

The essence of engineering is to create artifacts,and the foundation of creating artifacts lies in practice.The engineering learning model has experienced the evolution from the apprenticeship paradigm,the teaching paradigm,the practice paradigm to the creation paradigm.In the intelligent information age,the engineering learning mode presents three new features:the engineering learning objectives are challenging,diverse and high-order;the engineering learning content are comprehensive,forward-looking and complex;the engineering learning model are integrated,experiential and creative.The Opinions on Accelerating the Construction and Development of New Engineering Disciplines and Implementing the Education and Training Plan of Outstanding Engineers 2.0 clearly stated that the new concept of engineering education should be established,the engineering education teaching organization model should be innovated,and the innovation and entrepreneurship education system should be improved.This research takes the maker learning model of engineering college students as the research object,and discusses the connotation characteristics,implementation status,theoretical model,operation mechanism,theoretical basis and implementation strategy of the maker learning mode of engineering college students,in order to provide theoretical support and empirical basis for the cultivation of maker-type engineering and technical talents in China.The core research question is:how to systematically construct and effectively implement the maker learning mode of engineering college students,so as to meet the needs of the reform and development of the training mode of maker-type engineering and technical talents in colleges and universities in China.From this,three interlocking sub-issues are involved:(1)Analysis of the current situation of learning:what are the overall characteristics and basic problems of the maker learning for engineering students in China?(2)Model system construction:how to systematically build a maker learning model for engineering college students for the training of maker-type engineering and technical talents?(3)Model implementation strategy:in the reform practice of the maker-type engineering and technical personnel training model in colleges and universities,how to effectively implement the maker learning model of engineering students?Based on the above issues,on the basis of fully discussing the connotation characteristics and theoretical foundation of maker learning model,this research has carried out a series of the oretical discussion and empirical research through speculative research,quantitative research and qualitative research methods.The main conclusions are as follows:(1)Through the empirical analysis of the current situation of maker learning for engineering college students in China,this study puts forward that the the overall characteristics characteristics of maker learning are diversification of learning methods,constructivization of learning experience,high learning engagement,good learning satisfaction,insufficient learning creativity and sociality.the effective guidance of maker teachers,effective learning of maker learners,and the effective support of colleges and universities are the necessary conditions for the the effective implementation of maker learning model.(2)Under the theoretical guidance of educational ecology,system science and modern engineering,this study puts forward that maker learning model is a structurally stable functional whole formed by the interaction between maker learning subject and object and their surrounding environment.The theoretical model of maker learning mode is systematically constructed from the following three dimensions:maker learning subjects(maker educators and maker learners),maker learning objects(multidisciplinary knowledge and artifacts)and maker learning environment(microscopic system environment,mesoscopic system environment,macroscopic system environment).(3)By analyzing the internal mechanism of the operation of the maker learning mode,this research proposes five mechanisms for the operation of the maker learning mode:the dialogue construction mechanism;the collaborative sharing mechanism;the free creation mechanism;the mechanism of realizing creativity,creation,innovation and entrepreneurship by creating artifacts;the integration generation mechanism.(4)Based on the operation mechanism of the maker learning model,this study proposes that the essential characteristics of the theoretical model of the maker learning model lies in the integration of" human-knowledge-artifacts-environment",that is,the four fields of" human-knowledge-artifacts-environment" constitute the maker life field,knowledge innovation field,innovation practice field and social interaction field respectively.The interconnection and interaction of the four " human-knowledgeartifacts-environment ",urges the subject of maker learning to learn about themselves and change themselves,to understand and transform the world,to construct an artificial digital virtual body,to create an artificial physical entity,to acquire knowledge and to create knowledge.(5)Based on the construction concept,theoretical model and operation mechanism of the maker learning model,this study proposes the theoretical basis of the maker learning model in colleges and universities:the basic characteristics and basic principles of maker learning and maker teaching.The basic characteristics of maker learning and maker teaching in colleges and universities include the basic characteristics of maker learners,maker teachers,maker community,maker learning courses,maker learning activities,maker learning process,maker teaching process.The essential feature of maker learning and maker teaching in colleges and universities lies in the integration of "eaching-learning-doing-creating ".(6)Based on the analysis of the implementation cases of maker learning model for engineering college students,this research puts forward effective means of multidimensional coordinated development and hierarchical organization and implementation for the maker learning model in six dimensions of "building a maker learning space,building a maker learning community,designing maker learning courses,designing maker learning activities,building a maker learning culture,and building a maker learning system" and four levels of" target level,principle level,element level and strategy level".The main contributions of this research lie in:first,a new perspective,based on the multidisciplinary perspectives of systems science,learning science,higher education,and engineering philosophy,this research uses theories of different disciplines to study the problem of maker learning mode for engineering college students;second,new ideas,this research systematically constructs the theoretical model of the maker learning model,reveals the operating mechanism and essential characteristics of the maker learning model;third,new content,this research analyzes the basic characteristics and basic principles of maker learning and maker teaching,and puts forward the theoretical basis and implementation strategies of the maker learning model in colleges and universities.From the five dimensions of teaching subject,teaching method,learning engagement,knowledge production and learning governance,the research puts forward suggestions to promote the development of maker learning model for engineering college students,namely "student-oriented,teacher-oriented","deep learning,deep teaching","active learning,active creation","knowledge sharing,knowledge innovation","ecological construction,collaborative co-governance",it has certain theoretical value and practical significance for the construction and reform of engineering education teaching mode in the process of new engineering disciplines and the implementation of the education and training program for excellent engineers 2.0 in China.