The Study Of Curriculum Design Model Of Maker Education

Prime Minister Li Keqiang proposed the idea of "encourage people to do business creatively and drive innovation" in his government work report, setting off a nationwide wave of innovation and entrepreneurship. Universities are important places to train the main force of innovation and entrepreneurship, however, the reality is the problem that the current teaching content and the weakness of teaching staff lead to the students’lack of the capability of innovation and the awareness of entrepreneurship. Based on the theoretical analysis of Maker Education, this paper constructs a "learn,make and create"-oriented curriculum model of Maker Education in universities and then explore the application and the ways of education reform and innovation in universities from the perspective of innovation and entrepreneurship.From the theoretical level, this paper firstly elaborates the origin of the Maker Education. Then, it makes a contrast of the practice of Maker Education in universities at home and abroad from four aspects--the objectives, content, activities and sponsor faculties.Finally, it makes a summary as well as an analysis of Maker Education theories from three aspects--the objectives, content and activities and thereby defines the concept of Maker Education and lays the theoretical foundation for creating the curriculum design of Maker education and practice.From the level of curriculum design, this paper constructs a "learn,make, and create"-oriented curriculum model of Maker Education in universities. The model includes the purpose of training high-order thinking capacity, the integration of interdisciplinary learning content of 3D printing technology and open source hardware technology, and the integration of learning activities involving seminar-style learning, project-based making and experiential creating. Thereby, it designs the 020 learning space, interdisciplinary faculties and teaching evaluation.From the level of curriculum implementation, an example of innovative courses of 2015 level graduates specialized in education technology from A University was taken as a practice case. The teaching practice was carried out in accordance with the foregoing "learn, make and create"-oriented curriculum model.Through the seminar-style learning activities and experiential activities of Maker Education, the students finished the Maker works, research reports and papers. All the papers were hired in 2016 GCCCE Assembly. At the same time, combined with the findings of the students’self-assessment of learning outcomes and course satisfaction, this teaching practice is verified to get better teaching results..