The Instructional Design And Practice Of Artificial Intelligence In Junior Middle School Incorporating The Concept Of Maker Education

With the rapid development of Artificial Intelligence technology,various new changes are taking place in the economy and society.Cultivating talents with innovative consciousness and innovation ability has gradually become the focus of China’s education system.At present,China has introduced a number of related policies,committed to improving the innovation ability and digital literacy needed by the whole society to face the future.Against this backdrop,domestic primary and secondary schools are gradually trying to develop and practice AI courses,achieving certain results.However,as the exploration of AI courses is still in its early stage of development,prominent issues have emerged in practical applications,such as deviation of learning objectives and neglecting the cultivation of learners’ innovation abilities.Whether the innovation-oriented Maker Education concept can provide reference for the current teaching problems in the practice of AI courses is worth studying from both theoretical and practical perspectives.First,by searching and reading the relevant literature on Maker Education and Artificial Intelligence education,we understand the current situation of Artificial Intelligence education,sort out the integration of Maker Education concepts and subject teaching,summarize the core characteristics of classrooms incorporating Maker Education concepts,and determine the specific research methods and research ideas of this study.Second,based on the investigation and in-depth exploration of the existing problems in the teaching of junior high school Artificial Intelligence courses,and guided by the core concepts of Maker Education,we initially construct a Instructional Design framework that incorporates the Maker Education concept into junior high school Artificial Intelligence courses.Next,based on the initially constructed framework,we design the teaching and select the research object,which is the entire class 7 of grade 7 in a middle school in Foshan.We conducted three rounds of action research,going through the four stages of "planning-action-observation-reflection" and iteratively optimizing the teaching design framework in a spiral manner.Finally,through observations of the classroom implementation process,analysis of group project evaluations,and interviews with learners,we confirm the feasibility and effectiveness of incorporating the Maker Education concept into the Instructional Design of junior high school Artificial Intelligence courses.Through the above exploration,it has been proven that incorporating the Maker Education concept into the teaching of junior high school Artificial Intelligence courses can stimulate learners’ enthusiasm and improve students’ innovation ability,problem-solving ability,and communication and collaboration skills.The teaching of junior high school AI courses incorporating the maker education concept has high theoretical significance and practical value,good operability and sustainability,and can provide a reference for junior high school AI course teaching to a certain extent.