Research On The Theme Design Of The Maker Space In Primary And Secondary Schools

With the continuous advancement of the maker movement,the deep integration of the maker movement and culture has promoted the thriving growth of maker education.The new teaching equipment,such as 3D printing,open-source hardware and digital manufacturing,are gradually being integrated into classroom teaching.And makerspace has also become a new focus of education.In 2015,the Horizon Education Report,which is a basic education version,puts makerspace as one of the six major advances in education technology in the K-12 field.It is undeniable that the makerspace has become a new carrier for education development.And it is also an important way to cultivate students' innovative thinking,hands-on capabilities and share awareness.However,the establishment of makerspace in the primary and secondary school is still at the stage of exploration.The vague operation direction,the low frequency of use and the low output efficiency are some of the problems that have arisen in the operation of makerspaces in th e primary and secondary school.And the reason is that the positioning of the makerspace is not clear and the subject of the makerspace is not clear.Therefore,this article will use literature research methods,field survey methods,questionnaires and other research methods to study the spatial layout,the curriculum development and the activity design of makerspace in the primary and secondary school,and analyze the elements involved in the theme design,curriculum theme development and the theme design of the event,and establish the corresponding frameworks and the practice flow charts in order to provide some help to the further study and promote the sustainable development of makerspace in the primary and secondary school.This article is divided into six parts.The first part is the elaboration of the research background,the research significance,the related concepts,the research contents,the methods of this article and the relevant theory research results of domestic and foreign founder makerspace.Under the guidance of constructivism and situational learning theory,the second part points out the eight major factors of theme design in makerspace of the primary and secondary school,and then puts forward the theme design model and the specific process of practice operation.Under the guidance of pragmatism learning theory,the third part will integrate the elements involved in the curriculum development of makerspace in primary and secondary schools and providing a framework for the curriculum development of the makerspace and a further in-depth analysis of the design of the maker courses based on the framework and put forward a practical plan.Under the guidance of the experiential learning theory,the forth part,firstly,will put forward the basi c framework of the entire maker activity design,and then point out the six elements of the design of the makerspace activities in primary and secondary schools according to the framework,and finally put forward the practice plan of the makerspace activities.The fifth part will conduct a case study on the makerspace in the Middle School attached to Foshan university,Foshan No.14 Middle School and Foshan No.2 Middle School.And the study will investigate on the background,the foundation of theme design,the space construction,the curriculum setting,the activity design,and the operational status,and analyze the operational effectiveness of three schools' makerspaces.Finally,this study will summarize to analyze the deficiencies of this study and propo se the direction of the follow-up study.