| Maker education is a new teaching concept that has arisen in recent years.It advocates creation,encourages sharing,and aims to cultivate learners’ ability to solve problems and innovate.UG is the abbreviation of Unigraphics NX,which is a kind of software suitable for product design and processing.The UG course of secondary vocational school is a design software application course for mechanical majors,which requires students to complete basic part modeling.At present,the secondary vocational UG course tends to be a teaching method with training skills as the main body,which pays little attention to the cultivation of students’ innovative ability.In the primary and secondary school courses,the teaching reform based on maker education to cultivate students’ innovative consciousness and ability is extensive and has achieved certain results,but its application scope in secondary vocational school is not wide.This study analyzes the relevant research results and teaching theories of maker education and teaching reform at home and abroad.On the basis of a series of maker teaching methods previously proposed by scholars,combined with the characteristics of UG course teaching and secondary vocational students,it improves the links of maker teaching,including inspire,think,learn,create,share and comment The six core teaching links of evaluation are named itlcse maker teaching method,which advocates the learning concept of "use to learn" to help students not only "be able to do" and "dare to do" but also "learn to do" in operation practice.The research methods used in this paper mainly include literature research,investigation research and empirical research.First of all,this study uses the literature research method to sort out the specific application status and related theories of maker education in the curriculum teaching reform at home and abroad;secondly,it uses the survey research method to investigate the problems of existing teaching methods in UG curriculum teaching and the cultivation of students’ innovation awareness,and analyzes the difficulties and reasons.Then,it expounds the integrationmethod of maker education and secondary vocational UG curriculum.After analyzing the teaching resources,maker education space,teaching activities,teaching evaluation and other relevant conditions and teaching elements,it improves the existing maker teaching method,integrates the "itlcse Maker Teaching Method",and designs the corresponding teaching process applicable to secondary vocational UG curriculum.Finally,the teaching practice of "solid modeling" in the third module of UG course was carried out for more than two months.In the experimental class,the "ITLCSE creation method" was used to carry out the teaching,and compared with other classes using other teaching methods,by collecting the students’ and Williams’ s creativity test scale,the students’ works and the third party evaluation form,Lan Moyun.Based on the class process data recorded by the class system and the interviews with teachers and students after class,this paper analyzes the improvement of professional skills and innovation awareness of students in the two classes,so as to verify the teaching effect of the maker UG class with the application of "itlcse Maker Teaching Method".After practice,the results show that the application of "itlcse Maker Teaching Method" in secondary vocational UG course can improve students’ enthusiasm for class participation and professional practice ability to a certain extent,and help to tap students’ innovation potential. |
