The Primary Science Instructional Design And Practice Based On The Concept Of Maker Education

Nowadays the cultivation of innovative talents is a common pursuit and goal for all countries around the world.And the importance of this issue has been highlighted in the current fierce competition in science and technology.As an important course for cultivating scientific literacy,science education has received more and more attention.However,there are two major contradictions in the process of the development of science education in China.One is the contradiction between the state's high emphasis on science education and the low position of national scientific literacy,the other contraction is between the enrichment of national basic science education policy and the poor implementation of policies.To resolve the contradictions,the development of the basic education is the priority,which can exercise a great influence on a larger scale from a small scope.In the perspective of improving the status quo of basic science education,the paper aims to find the ways to improve the current primary science instructional design as well as students' innovation ability.The rise of the maker education has provided us with a new way to solve the current problem.Based on theories of Inquiry Learning,Learning by Doing,Practical Education and so on,the maker education is helpful in improving existing science teaching problems to a certain extent.At present,many researchers' research on maker education is mostly on the hacker space and equipment,which is a certain deviation in the comprehension and application of maker education.Now some scholars have proposed that the goal of maker education is to cultivate students' innovation ability rather than emphasize production.In agreement with this view,the author combines the current situation of science education in China and the characteristics of primary school students by literature search.And this paper aims to make a science instructional design based on the concept of the maker education and put it into practice in an elementary school to test its effectiveness.Some methods are applied in this article,including the literature research method,questionnaire survey method,interview method and the experimental teaching method.Firstly,through the review and analysis of domestic and foreign literature,the author sorts out the related science education policies and summarizes the connotation and development of the maker and maker education.Then the core idea of the makereducation is further analyzed and summarized.Secondly,through the analysis of the current problems of science in primary school and the characteristics of the maker education,the author analyzes the feasibility of implementing the concept of maker education in the subject of science.By analyzing existing instructional design models,the instructional design model aiming to science is designed based on the core idea of maker education.Finally,it manages to verify the effectiveness of the instructional design model.After investigating and analyzing the status quo of the science curriculum in the experimental school through questionnaires,the instructional design model is applied in comparative experiments.The result comes from the self-evaluation,test of innovation ability as well as interview for students and teachers.The final result shows that this kind of instructional design based on the concept of maker education can effectively improve students' innovation ability,including hands-on ability,cooperation ability and creativity.It can effectively cope with some science-teaching problems in primary school to some extent.