Research On Localization Of Maker Education In Primary And Secondary Schools

The society is in a stage of rapid development.Science and technology have replaced human beings for simple labor creation.If we want to establish a foothold in the future,we must use sufficient innovation awareness,innovative thinking,and innovative capabilities.China is undergoing a period of social transformation,vigorously building an innovative country,and stimulating technological development through technological innovation.The country needs innovative talents,and training should start from basic education.Maker crossborder to enter primary and secondary schools to provide a means for the cultivation of innovative talents in China.However,maker education originated in the United States,and some problems have arisen in the process of localization of maker education in China.Based on the research on the core concepts of the maker education,this article compares the differences in educational culture between China and the United States through literature analysis.To sum up the enlightenment of teachers,schools,government,and society in the process of the localization of China’s maker education by summarizing the success of American maker education.Case analysis method and content analysis method were used to summarize the successful experience of maker education in primary and secondary schools in China to develop campus maker space,maker course content,maker teaching method and maker evaluation practice.And uses questionnaire survey and interview to collect,collate and analyze the big data of Guangzhou’s primary and secondary school maker education,analyze the predicament of localization.It is found that: the construction of the maker space is difficult;Lack of professional maker teachers,lack of the system of maker education curriculum;lack of implementation model for the maker education curriculum;the imperfect evaluation method for the maker education;and the policy guarantee for the guest education in primary and secondary schools.In response to the localization of maker education in primary and secondary schools,combining the inspiration from the maker education between Chinese and American,taking the successful case of domestic maker education as a reference,we explored the strategies for the localization of the maker education of the primary and secondary school from the perspective of maker education and policy support: first,construction developmental,cooperative,open,combined actual and actual "Internet +" maker space;second,in order to form professional teachers,establish a happy team of teachers,increase training funds,and design training content based on STEM education;third,reconstruct curriculum objectives,curriculum content,curriculum implementation to create a “3+3+1” curriculum system;fourth,develop a three-in-one normative evaluation system in terms of evaluation subject,evaluation tools,and evaluation indicators;fifth,protect the position of maker education in primary and secondary schools;sixth,increase investment in the maker education of founders in primary and secondary schools.Through the exploration of these strategies,the author provides a method and a way out for the localization of China’s maker education.