| In the 2015 government report,Premier Li Keqiang put forward “mass entrepreneurship and innovation”.Since then,all walks of life have promoted innovation and entrepreneurship.In the education industry,it reflects the prevalence of maker education and is top-down.Actively promoted by the competent education department.Since maker education is an emerging field,it lacks theoretical and experience guidance,and front-line educators can only follow the mature science and technology education,innovation education,and information technology education,etc.,although this can popularize maker in a wider range in the short term.Education,but there are many disadvantages,such as the low utilization rate of maker equipment,maker courses to promote seeding,maker education has become the welfare of a small number of students,and so on.Therefore,this study explores the possibility of implementing sustainable maker education for all students in elementary schools using an action research approach.In this study,with the help of endNote and Citavi software,the literature analysis method was used to analyze the related literature on HowNet using citespace software,and the research status at home and abroad was determined.This research uses Shenzhen ’s S school as an example to conduct action research.First,a questionnaire survey was used to survey 1042 students(76% of the school ’s students).The interview method was used for the school ’s maker teacher team(4 people).Interviewed,using SPSS software to analyze the questionnaire data and combined with the teacher’s description,identified the problems faced by S schools in the implementation process of maker teachers-low maker equipment usage,lack of maker courses,maker venues There are four major problems,such as management and absence of maker classes.These four problems are also common problems faced by all primary schools at this stage.In this regard,the author obtained inspiration from flipped classrooms,drifting books and drifting hardware,and creatively proposed a path for implementing maker education in elementary schools based on mixed teaching,and defined the concept of this method as the "rafting maker education model".Then,the research on the implementation of this new type of maker education was carried out with the help of the S school maker teacher team.The main process of action research includes the following steps-preparation of drifting maker equipment → preparation of drifting maker course → proposing three strategies for drifting maker implementation → four rounds of practice on these four strategies,passing the questionnaire Collect feedback from students,parents,interviews,tabloids,etc.→ Quantitative and qualitative analysis of feedback using SPSS software and Nvivo software → After four rounds of practice,questionnaires were distributed to students throughout the school,1042 questionnaires were recovered,and 4 maker teachers were interviewed,And use SPSS software to analyze the questionnaire data → carry out a horizontal comparison of the three dimensions of teachers,students,and schools on the three rafting maker implementation strategies.After action research,this research proposes a practical implementation path for maker education suitable for most primary schools.It mainly has these characteristics-first,it is for all students.It can be said that as long as students are interested,then You can get a good training of maker education,and analyze the feedback from students,it is found that the vast majority of participating students have expressed great interest.Second,it can greatly increase the utilization rate of maker equipment.At present,many schools have a lot of equipment that can be used in warehouses or can be used in community classes.The utilization rate of equipment is relatively low.By drifting maker activities,it can maximize The use of these devices has increased the frequency of use,and more students can use them.Third,it is based on maker teachers and fully considers the workload of maker teachers.It is implemented without adding too much workload to maker teachers.As mentioned above,the “new drift maker education model” proposed in this study,a new maker education implementation path for primary schools,mainly includes three drift implementation strategies,which are “the raft teacher-led drift maker implementation strategy”.,"The implementation strategy of drifting maker mainly based on the Solitaire method","the implementation strategy of drifting maker mainly led by student mentors".After four rounds of practice and feedback analysis,and a horizontal comparison,these three methods have more advantages in the teacher dimension,the student dimension and the school dimension,and the school can choose one or more to implement according to the actual situation of the school.In summary,this study believes that it is practical to implement a sustainable maker education implementation path—a drifting maker education model—for all students in primary schools. |
