| Maker education,as a new education model,has attracted more and more people’s attention,and the state also recognizes the outstanding contribution of maker education to the cultivation of innovative talents.With the rapid development of various types of maker education,various kinds of maker education courses have emerged in an endless stream on the market.However,there are relatively few courses specifically designed for junior middle school students,and there is a lack of systematic design.Especially for beginners,they don’t know what to choose in the face of a variety of maker courses,so it becomes particularly important to design the system.In this context,I decided to design this research topic,which is to design an electronic programming course for maker education based on Mixly for junior high school freshmen.Taking Arduino main control board and Mixly graphic programming software as tools,combined with project-based learning and experience learning theory,the school-based course design of maker education based on Mixly is designed to enable students to learn the use of Arduino open source hardware,learn graphical programming,improve students’ ability of creativity and objectitution,and form preliminary computing thinking.To carry out the creative electronic courses can improve the students’ creativity and computational thinking,and primary and middle school period is the key to the students’ various thinking ability training period,the cultivation of the computational thinking is particularly important for students of primary and secondary schools teaching,so in primary and secondary school education curriculum is necessary to conduct a guest,helps to develop students’ creative materialization and computational thinking.In addition,in the process of maker education and teaching practice,students are required to do things by themselves and participate in production activities,so as to cultivate students’ practical ability,teamwork ability and the ability to share and express themselves.This thesis first elaborates the course design,describes the course design mode,carries on the preliminary analysis,clarifies the course nature and the course design principle,and then details the course objective design,course content design,course teaching strategy and course evaluation design,and introduces the course design ideas.Then introduce curriculum implementation situation,before the start of the course to computing before thinking of students,understand students’ perception of the guest and the course and the point of interest,to understand the level of the calculation of students thinking,yuncheng salt lake valley A junior school students as subjects,for A semester of teaching practice,teaching based on group cooperation way,Explore the practicality of this course design.Then select three typical cases in teaching practice to elaborate in detail.Finally,the evaluation of the implementation effect of the course is elaborated from three aspects.One is to participate in or attend the course teaching of students and teachers to interviews,to understand their perception of curriculum evaluation and the effect of course,the second is to analyze the students’ creative work,three is to test students thinking ability level,and compare to the course prior to the implementation of the data,understand students to calculate the change of thinking,Data research is conducted on whether the implementation of this course is conducive to the formation of students’ computing thinking.Through the evaluation of the implementation effect of the course,it is found that this course has a certain promotion effect on the formation of students’ computing thinking.In the course of course learning,students gradually develop their logical calculation ability and analytical ability,and in the process of hands-on operation,hands-on ability and team cooperation ability are also improved.This course has practical significance for middle school maker education and teaching. |
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