Research On Design Based Teaching Mode Under The Background Of Maker Education

The development of the new era cannot be separated from the cultivation of innovative talents.It is always a hot topic in the field of education to train innovative talents.All kinds of schools should focus on training students’ innovative ability in the discipline teaching.As the cradle of high-quality and skilled talents training,vocational schools promote the development of social economy and bear the important task of cultivating innovative talents,which highlights the importance of the cultivation of innovation ability of secondary vocational students.Through questionnaire survey and interview,the researchers found that the innovation ability of secondary vocational school students is generally,and teachers seldom take cultivating students’ innovation ability as the main teaching goal in the teaching process.The teaching mode used in secondary vocational schools is insufficient in improving students’ innovation ability.According to the existing literature research,it is understood that the maker education with the core concept of "exploration,practice and innovation" has been widely concerned in the education field.Meanwhile,China has issued a lot of policies on cultivating innovative talents with the help of the wave of maker education,which makes the teaching of innovation ability have solid background support.In order to make the creative education concept into classroom teaching,a large number of teaching models and teaching models are studied,among which the design learning model is closely related to maker education.Design learning is a new form of learning which takes design as the core and inquiry practice as the foundation,which makes learners in similar real situations,and learns by iteration,which provides an effective carrier for training innovative talents.In view of this,the focus of this study is to build a teaching model which can improve students’ innovation ability and promote the cultivation of innovative talents.This study takes maker education as the background,absorbs the advantages of "reverse thinking model" and "scientific inquiry cycle model based on design" in the international design-based learning model,and constructs a design-based teaching mode which aims at cultivating students’ innovation ability.Through the study of the connotation,teaching application and the relationship between maker education and design learning,the design teaching mode is constructed from four factors.This study adopts experimental research method,through teaching experiment to reflect,modify and perfect the teaching mode.After three experiments,the final design teaching mode is formed by optimizing and improving continuously,and the implementation results of the design teaching mode are analyzed.The final teaching effect shows that the design teaching mode has certain feasibility to integrate the creative education concept into the secondary vocational teaching classroom,breaking the traditional teaching mode of students imitating teachers,and providing theoretical and practical reference for the first-line secondary vocational teachers.At the same time,according to the practical results,the following conclusions are drawn: first,the design teaching mode has a significant effect in cultivating students’ innovative ability,and can be used as a way to train innovative talents.Secondly,the students’ theoretical knowledge in the design teaching mode is stronger than that of the traditional teaching mode,which can enhance the students’ knowledge level.Third,students in the design teaching mode can find problems actively,find solutions in many ways,and more students are willing to cooperate to solve problems.This model strengthens the students’ problem-solving ability.Although the research has achieved initial results,the research period is only three months,the author’s teaching practice and research ability is limited,and the research sample is less,and there is no chance to carry out deeper and wider research.The design teaching mode needs more practice and fully and comprehensively verifies its effectiveness.The author will continue to carry out this research,hope this study will provide a strong reference for improving the innovation ability of secondary vocational students.