Design And Practice Of Chemistry Experiment Teaching Of Senior High School Based On Maker Education Concept

With the development of socialist education,education in the new era should aim at cultivating students’ innovative spirit and practical ability.Maker Education which is based on innovation,practice,sharing and communication has been rapidly emerged at home and abroad.The research on the concept of maker education is in the ascendant.More and more experts and scholars turn their attention to the research direction of the combination of Maker Education and classroom teaching.At present,the introduction of Maker Education into computer,physics,science and other disciplines is in full swing,and the introduction of maker education into chemistry teaching is only in its infancy.Taking Dewey’,s "learning by doing" education thought and constructivist learning theory as the main theoretical support.The literature research method is used to sort out the current research results of Maker Education and the current status of chemistry experiment teaching.Pretest which is compiled in the form of Likert five-level scale has tested its reliability and validity.The questionnaire mainly measured the basic creed literacy of the students in the practice class from the four dimensions of innovation,practice,sharing and communication.Through the analysis of the questionnaire,it was found that the students’ basic pharmacy literacy was in general.At the level,most of the students’ innovative thinking,innovative ability,practical interest,and experimental operation ability are weak.Half of the students’ sharing spirit and communication ability need to be improved.So introducing the Maker Education concept into the chemistry experiment teaching to improve the students’ maker literacy.Taking the "Chemical Properties of Sulfur Dioxide","Measurement of Sulfur Dioxide Content in the Air" and "Sulfur Sulfuric Acid in Contact"as examples,the teaching activities of the Maker Education concept are mainly combined with the creation of problem situations,knowledge points,creative stimulating,communicating ideas,designing experimental programs,creating works,exchanging works,and evaluating reflections.After the completion of the practical teaching,the students were tested by the"Chemical Basic Maker Literacy ",and the research results were analyzed and evaluated in conjunction with the teacher interviews.Studies have shown that high school chemistry practice teaching based on the Maker Education concept can improve the creator literacy of high school students.The chemistry experiment teaching under the Maker Education can effectively improve students’ ability of chemistry experiment innovation,and can give practical ideas in the face of chemical experiments.From the very beginning,the students gradually turned their curiosity into the new classroom into a strong experimental interest.They actively participated in each teaching session,found problems in time during the experiment,and gave solutions through consulting materials,group discussions,etc.In addition,the innovation of the experiment is completed perfectly.During the process,the hands-on practical ability of the students is gradually enhanced.They are more willing to share their thoughts or opinions with their peers,and improve their oral expression skills at the same time.To a certain extent,they also enhance their written ability through writing experimental programs and experimental reports.Students are more recognized for the positive impact of the creativity on future learning and life,and expressed their willingness to continue to actively participate in the chemistry experiment class under the Maker Education concept,which can further enhance the literacy of the maker.Under the maker teaching concept,students are no longer passive recipients of knowledge,but gradually become active life explorers.