Design And Practice Of Maker Curriculum Model To Enhance Students' Key Competence

In "Internet+" era,maker education and key competencies which can solve the dilemma of uncoordinated social development and talent cultivation have received extensive attention.As a way to cultivate students' key competencies,maker education can not only integrate high-quality resources,providing a better carrier for key competencies training;but also can enable students to form high-level competencies in a subtle way.In order to solve the problem of the lack of the procedural guiding of practicing key competencies and the maker education too much emphasis on the goal of cultivating students' innovative ability,this study intends to explore the teaching theory and training mechanism of maker education to improve students'key competencies,which promote key competencies development,and making maker education fuse education system.The constructivism,"learning by doing" and project-based learning are fundamental of maker education,which provide a new idea for cultivating key competencies.Based on the above theories,this study analyzes the feasibility of maker education to enhance the key competencies from teaching objectives,teaching content,teaching methods and evaluation concepts.It focuses on the key competencies components and the process of training,designing the model of maker education to support key competencies development from the perspectives of macro maker education system and micro-activities organized.Through test,observation and interview collect the data of students'learning process and results.The application effect of this model is analyzed by the combination of qualitative and quantitative methods,and internal reasons are analyzed from overall perspective of the class and individual students.According to these,proposing theories of teaching and learning design.This research is mainly carried out from five parts,the specific contents are as follows:Part1:Introduction.Firstly,explain the significance and background of the research.Secondly,the research content is discussed from the path of maker education cultivates key competencies design,model construction and practical application.Furthermore,the technical route of this study is formed.Finally,the main architecture of this study is presented.Part2:Research basis and literature review.Firstly,this article states the theoretical basis of maker education support key competencies development from constructivism,"learning by doing"and project-based learning.Secondly,defining the concept of maker education and key competencies.Finally,maker education and key competencies are reviewed separately.Part3:Construction the model of maker education enhances students,key competencies.Firstly,analyzing the feasibility of maker education improving key competencies.Secondly,taking the experience of knowledge learning,imitation practice and innovation in the maker education as the main axis,making the key competencies training process of "double grassroots",problem solving,subject thinking and its index of curriculum foundation literacy,innovation practice literacy,individual development literacy as two wings to design the path of maker education cultivating students'key competencies.Furthermore,from the perspective of system view,the model of maker education enhance key competencies is constructed.Finally,from the microscopic perspective,focus on the maker education activities,constructing the model of maker education supporting key competencies development.Part4:The practice and result analysis of the model of maker education improving students'key competencies.Through the classroom observation method,the students'speech and behavioral performances in the learning process are recorded.The teaching procedures are used as the unit to collect the detailed content of teaching process,student's operation process,typical events,and conversational communication.Then from the whole perspective,grasping the process design and methods of course teaching to determine the effectiveness of teaching interventions.Using the content analysis method,the data of observation and interviews were analyzed based on the evaluation scale.Paired sample T test was used to analyze the student's learning effect on the scores and scale data before and after the test.The statistical results show that students'curriculum basic literacy,innovative practice literacy and individual development literacy are significantly different.In terms of curriculum basic literacy,students'knowledge understanding and practical skills have been significantly improved,forming a scientific-cultural literacy for seeking truth from facts;In terms of innovative practical literacy,most students have ability to solve problems and use technology.However,due to differences in individual style and basic level,communicated cooperation and creative innovation are polarized;In terms of individual development literacy,although the learning outcomes of students are significantly higher than the initial level,there is a large difference in learning intentions and learning motivations,which results in different learning effects.By rethink the practical process and results,the following curriculum design theories are obtained.For one thing,according to students'foundation,obey the principle of tool-oriented approach in the early stage,and the engineering project as the direction to organize the teaching activities.For another thing,it can set parallel project themes under the same principle to arouse the students'interest and stimulate their internal motivation.Part5:Summary and prospects.Firstly,summing up this study.Secondly,summarizing the research results and research innovations.Finally,shortcomings of this study are reviewed,and looking forward to the future development of maker education and key competencies.