Research On The Functional Demand Of Universal Maker Learning Space In Primary And Secondary Schools And Its Path Construction

Entering the era of education informatization 2.0,with the transformation of talent cultivation strategy,countries around the world have introduced corresponding strategic measures to accelerate the cultivation of innovative talents,and maker education is setting off a global innovation storm in the field of education.China also puts the innovation-driven strategy at the core of national development and has issued a series of policy documents to promote the popularization of maker education.However,in the current boom of maker development,there are inevitably some problems: the effective promotion strategy of maker education is rarely mentioned,and the practice promotion of maker education in many schools falls into chaos and confusion.Under the background of the integration and symbiosis of education and environment,the popularization of maker space construction has become an important way to implement maker education,which constantly attracts researchers to explore.How to better integrate the maker education into the existing traditional education to implement the universal benefit model and how to construct the maker space are still the main problems faced by all kinds of schools in carrying out maker education.However,at present,the maker functions in most schools are not closely combined with campus characteristics or real environment,and the maker group does not have a strong sense of demand for some functions,resulting in idle functions and waste of resources.The key point of maker space is to support all kinds of maker activities efficiently and make full use of the functions provided by maker space on the premise of effective utilization of resources.Therefore,the purpose of this study is to carry out research on the construction of maker learning space from the perspective of the functional needs of maker groups,effectively understand and identify the specific functional needs of inclusive maker learning space,improve the supply and demand fit and support of maker space for inclusive maker education,and provide reference for the construction of inclusive maker space in primary and secondary schoolsThis paper takes the students,teachers and parents who contact with maker as the main objects of investigation.On the basis of literature research and report interpretation,it is clear about the needs and difficulties of maker education.This paper analyzes and discusses the inclusive mode of maker education proposed in the guidance of maker space construction in Shandong Province,and expounds the theoretical basis and functional status of this study.The specific research includes:(1)Using Kano model to determine the research process,collected and summarized the function items mentioned in 176 maker space solutions to prepare Kano model questionnaire.Combined with the questionnaire survey method,23 functional items are classified according to different demand dimensions by measuring the emotional response of users to get or lose a spatial function(service).(2)By introducing the Better-Worse index coefficient analysis method,the membership relationship between the final maker space function item and the four types of functional requirements is determined.On the basis of adjusting the classification,the idea of right of use value was used to quantitatively deal with the needs of maker groups for specific functional items of maker learning space,and the prioritization of different demand categories was obtained.(3)Detailed analysis was made on each category of functional requirements according to the ranking table of functional requirements,and the functional items required by puhui maker space were preliminarily depicted.Based on the analysis of classification results,the functional structure model of universal maker space is constructed,and the model is explained from three aspects: concept level,mechanism level and technical resources.(4)A general plan is made for the functional construction of the universal maker learning space in primary and secondary schools,including spatial functional zoning,spatial implicit functional design,and spatial equipment and tool selection.From the perspective of concept,effect improvement and development path,some Suggestions and strategies are put forward for the construction of universal maker space path in primary and secondary schools.