Design And Practice Of Expansive Teaching Of Biology In High School Based On Maker Education

With the globalization of information and the rapid progress of science and technology,the demand for innovative talents in the society is increasing,research and practical exploration of cultivating innovative talents has become a research hotspot of educational scholars from various countries.Because of the its unique advantages in cultivating innovative talents,maker education has attracted widespread attention of education researchers.The rise of maker education benefited from the development of the early maker movement,and it was first supported and promoted by American government.In 2014,Chinese scholars began to pay attention to maker education due to the upsurge of entrepreneurship and innovation in China.This article attempts to apply the expansive teaching to study high school biology maker education,aiming to improve biology maker competence of students through this stage of teaching practice.This paper carries out systematic teaching design and teaching practice according to the idea of "theoretical research-design research-practical research".First,relevant domestic and foreign literature was consulted through the literature survey method to understand the research status of maker education.Second,it was based on constructivist learning theory,project-based learning theory,humanistic learning theory,multiple intelligence learning theory and cooperative learning theory to define the concepts of maker education,biological maker competence,and the expansive teaching.At last,taking students and teachers as survey objects,the author used questionnaires and interviews to understand the current level of high school students' maker competence and biology teacher's knowledge of maker education.On this basis,"basic learning-situation setting-imitation practice-innovation-share and communication" expensive teaching model for biology makers was proposed,and the teaching design and teaching practice were carried out.The teaching practice shows that the combination of maker education and biology expansive teaching can effectively improve students' innovative spirit,sharing awareness,practical ability and communication ability,and help students form the core competence of biology.Under the concept of maker education,students were more active in the learning process,their thinking became broader,their interest in biology was stronger,their awareness of innovation,their ability to practice,their awareness of practice,and their ability to practice have been significantly improved.Capacity and awareness of sharing have also been strengthened.Although a very small number of students report that they have made little progress in a certain area,most students' maker competence had greatly improved compared with that before the teaching practice.However,it is found that the development of maker education in facing many difficulties in the process of research,such as the lack of attention to maker education by the entire society,the lack of teachers in maker education,and the school's relatively small investment in maker space.The development of biological maker education is a process of continuous exploration,which needs the joint efforts of the whole society.