An Empirical Study Of Junior High School Students' Learning Engagement Based On Maker Space

With the continuous development of social productivity,innovation has become the theme of The Times,calling for the cultivation of innovative talents.Maker education,as a new form of education to cultivate innovative talents,has emerged in the field of education in China in recent years.Among them,maker space,as the basic carrier and main place of maker education,is an innovative learning environment and educational space form,which has also been established in many colleges and middle schools in China.Maker space realizes the integration of intelligence,material,technology and social resources,reconstructs the learning environment,promotes the transformation of the roles of teachers and students,and changes the way of teaching and learning,which will inevitably affect the learning effect of students.However,there is little research in China on the specific learning effect of makerspace in schools,the influence of makerspace on it,and the influence of makerspace.In addition,as an important index to measure students' learning effect and quality,learning engagement is of great research value.Therefore,this study to investigate students' learning in school and the maker space in degrees as the breakthrough point,to explore a maker space influence learning into the mechanism of action,through the analysis of the current based on a makert space of junior middle school students study into the status quo and its mechanism of action,in combination with related literature research,based on a maker space on the current junior high school education teaching practice are also proposed.This research adopts the method of combining literature research and empirical research.In the part of theoretical discussion,literature review is carried out on the existing researches on maker space,maker education and learning input,to clarify the current research status and propose relevant theoretical hypotheses based on theoreticalresearch.In the empirical research part,based on the theoretical hypothesis obtained previously,a questionnaire on junior high school students' learning input and its influencing factors based on maker space and an interview outline of junior high school students' learning input based on maker space(teachers' edition)were prepared.In the field survey,1015 junior high school students from c city,s city and x city were selected as research objects.1015 questionnaires were collected,181 invalid questionnaires were removed,and a total of 834 valid questionnaires were received.Statistical software Spss23.0 and Amos22.0 were used to conduct descriptive statistics,independent sample T test,one-way analysis of variance,Person correlation analysis,multiple linear regression analysis,path analysis and other operations on the data collected from the questionnaire to verify the theoretical hypothesis.The main findings of this study are as follows: the overall learning involvement and sub-dimensions of junior high school students based on maker space,including behavioral involvement,emotional involvement and cognitive involvement,are relatively high on the whole,but the intensity of each level is different,among which the level of emotional involvement is the highest and the level of cognitive involvement is the lowest.The learning input of junior high school students based on maker space is significantly different due to the different factors such as whether the schools in different cities like maker education and participate in maker education and learning activities.Students' sense of self-efficacy teachers' support for peer relationship and the environment and atmosphere of maker space are highly correlated with junior high school students' learning engagement based on maker space.And its standardized model formula is: learning engagement =0.549 self-efficacy +0.126 teacher support + 0.156 peer relationship + 0.112 environment and atmosphere.Through the above research and in combination with the current literature,this study proposes the countermeasures to improve junior middle school students' maker learning investment,including improving the maker space construction and creating an innovative learning environment and atmosphere.Strengthen the maker teacher troop construction,raise the teacher support level;To promote cooperative learning and form harmonious partnership;To improve students' self-efficacy,mobilize students' learning enthusiasm,etc.,provide reference for junior high school students to improve their learning input in maker space.