| With the development of society,the country’s demand for innovative talents has become stronger and stronger,and school education has paid more attention to cultivating comprehensive talents with innovative consciousness.Maker education,as one of the important ways to cultivate students’ innovative ability at the primary and secondary level,has attracted more and more attention from educators.However,there are many problems in the practice of Maker education in primary and secondary schools.Maker teaching practice is usually carried out in the form of group cooperative learning,but cooperative learning in maker activities often has problems such as mere formality,out of control of the process,and low efficiency.It is impossible to detect whether students have really effective interactions in the process of cooperative learning.,Can not really achieve the goal of Maker Education to cultivate students’ innovative ability.As a scientific learning method,collaborative problem-solving learning focuses on the problem-solving process and the degree of collaboration interaction,and provides support for the student’s collaboration process and problem-solving process,which can promote the depth of student collaborative problem-solving and thus promote students’ learning of makers.Based on this,based on the analysis of relevant literature,this research integrates collaborative problem-solving learning into the teaching practice of maker education,constructs a framework of maker teaching activities based on collaborative problem-solving,and conducts teaching in junior high school 3D design and printing courses Practice,in order to promote the degree of students’ collaborative problem-solving so as to improve students’ innovative ability.This research first clarifies the connotations and definitions of maker education,collaborative problem solving,and innovation ability through literature review,clarifies the research status of maker education,collaborative problem solving,and 3D printing teaching,understands current problems,and provides theories for subsequent research.support.Secondly,under the guidance of relevant theories,starting from the five stages of academic analysis stage,core element design stage,collaborative problem-solving activity design stage,maker activity process design stage,and effect verification stage,a maker teaching based on collaborative problem solving is constructed.The activity framework,and under the guidance of this framework,taking the junior middle school3 D design and printing course as an example,design and carry out two rounds of 3D printing activities.Finally,the teaching effect is analyzed.Through the collected questionnaires,scales,classroom observation tables,and student work evaluation tables and other related data,analyze the changes in the degree of student collaboration problem solving and the changes in student innovation ability.And through interviews with teachers and students to understand the satisfaction of teachers and students with the maker teaching activities based on collaborative problems and solutions.From the analysis results of all relevant data,it is concluded that the development of maker teaching activities based on collaborative problem-solving can effectively promote students’ learning and collaborative problem-solving,thereby enhancing students’ innovative ability.In general,this article builds a framework of maker teaching activities based on collaborative problem-solving and implements it in junior high school 3D design and printing courses,in order to improve students’ innovative ability by promoting students’ collaborative problem-solving,and at the same time enrich Research on the theory and practice of foreign maker education has provided new ideas for the development of maker education and teaching activities at home and abroad. |
