The Research On Maker Teaching Practice Based On Design Learning Concept

For the past few years,the rapid expansion of science and technology in our country has undergone tremendous changes in all aspects of society.Under the background of the new era,how to cultivate innovative talents has become the focus of the whole society and even the whole world.School education also begins to pay attention to the cultivation of students’ comprehensive ability,especially creativity,practical ability and problem solving ability.Therefore,the rapid development of Maker Education has entered people’s vision.More and more educators and researchers have realized the important value and significance of maker education in cultivating students’ creative ability and other comprehensive abilities.However,there are a lot of problems in the teaching practice of maker courses in many primary and secondary schools,among which the most common one is simply to let students imitate and operate.Ignoring the cultivation of students’ innovation ability conceals the essence of maker education.Moreover,in recent years,the emerging design-based learning becomes a new type of inquiry teaching method.With its unique advantages in cultivating students’ innovative ability and hands-on practical ability,it is gradually valued by scholars at home and abroad.However,design-based learning is currently mostly used in the field of science education,and research involving maker education is relatively rare.Based on this,on the basis of sorting out the analysis literature,the author integrates design learning with maker education and analyzes the appropriateness of both,Combined with the scientific inquiry double-cycle model of design learning,a3 D printing teaching activity model based on the design learning concept was constructed,and it was applied to the 7th grade club courses,The questionnaire survey method and interview method were used to verify the acceptance of the teachingpractice activities under the guidance of the model and the effectiveness of improving students’ creativity.The first is that the author found that some problems in the practical teaching of the maker course during the internship process,so after reading a lot of literature,I discovered a new teaching method of design learning.Then,it combs the literature and analyzes the current research status of design-based learning,maker education and design-based maker education.Then we analyzed and sorted out the typical design learning models and classic teaching cases abroad.Supported by relevant theoretical foundations,the appropriate points of design learning and maker education are analyzed.Based on the students’ physical and mental development characteristics,the practical use of teachers and the applicability of the model content and other related concepts,a design-oriented learning model for 3D printing courses is constructed.Finally,the model is applied to 3D printing teaching practice in middle schools.Through the questionnaire analysis of the teaching effects of students’ knowledge and skills,processes and methods,emotions and attitudes,and the comparative analysis of the before and after test of the Williams creative tendency scale to verified the validity of the model.The questionnaires,student works and student interview results all show that the satisfaction and acceptance of the design learning model is higher than the traditional teaching methods.This study combines design-based learning with maker courses to verify the effectiveness of the model and provide some inspiration for schools and teachers.For schools,the teaching environment should cooperate with the government or enterprises,introduce investment,and cooperate with schools and enterprises to provide students with more learning opportunities for Maker courses.In terms of teachers,we should vigorously introduce talents and train teachers in schools,and the level of teachers should keep up with the development of the times.For teachers,teachers should payattention to students’ independent participation,interaction and communication,evaluation and sharing,and also ensure a strong learning environment.In terms of courses,it is necessary to establish a unified course standard as soon as possible,and determine the best start time.The distribution of teaching time should also be fair and reasonable,and try to make every student participate in the activities.To sum up,the research provides new ideas for the implementation of 3D printing courses and even maker courses in primary and secondary schools.