A Practical Study On Cultivating Primary School Students' Maker Literacy Based On Deep Learnin

Innovation is the first driving force for development.At present,education should take innovation as the leading force,take personality health as the foothold,guide students to develop in an all-round way,cultivate innovative thinking,and promote the diversified development of talents.Maker education conforms to the development needs of The Times,aims to train innovative talents who can adapt to the knowledge economy,and has become a new way to train innovative talents,which has attracted widespread attention from the public.As basic education is a key stage of talent cultivation,the research of maker education in primary and secondary schools needs to be further explored.In order to avoid the problem that students pay too much attention to the cultivation of comprehensive quality and ignore the importance of hands-on practice,a new paradigm is urgently needed to guide the teaching and learning of maker education.Deep learning focuses on critical understanding,information integration,migration and application,and problem solving.It advocates lifelong active learning and plays an "enabling role" in maker education.Introducing deep learning theory into teaching can effectively solve some problems in maker education,thus providing a new way for the cultivation of maker literacy.On the premise of reading and analyzing periodicals related to deep learning,this study takes the current implementation of primary school maker education and students’ level of maker literacy as the basis,takes the practice of maker education as the teaching carrier,combines the deep learning theory,effectively analyzes the feasibility of cultivating maker literacy based on deep learning,and gradually analyzes and determines the basic elements and construction principles of the teaching model.On this basis,the author initially constructs A deep learning-based teaching model for primary school students’ maker literacy cultivation--A-R-T-S-E five-stage teaching model,and reasonably determines its applicable scope and application strategy.In the reflection of each round of teaching practice,according to students’ classroom performance and expert teacher evaluation,problems in the design of teaching model are found,causes and corrective measures are analyzed,and the rationality of the teaching model is optimized and adjusted,so as to provide teaching reference at the methodology level for the following maker education activities.At the end of three rounds of teaching practice,this paper analyzes the teaching model from four perspectives: teachers’ listening records,students’ learning involvement,project works evaluation,and maker literacy before and after testing,so as to verify the scientificity and effectiveness of the teaching model.The research results show that the deep learn-based teaching mode of primary school students’ maker literacy cultivation can significantly improve the development of students’ maker knowledge,maker ability and maker character.The teaching mode formed after teaching practice and reflection modification is scientific,reasonable and effective,which can provide methodological teaching guidance for primary school maker education.