Research On Instructional Design And Application Of Maker Education To Cultivate Students’ Problem Solving Ability

In recent years,maker education has emerged and developed rapidly in our country in order to cultivate innovative talents that meet the needs of future social development and reform the current education mechanism.It is a kind of quality education that emphasizes the cultivation of advaced thinking ability such as students’ problem-solving ability and creative ability,in which problem-solving ability is also the key competence that students must possess in the 21 st century.It can be seen that problem-solving ability has become a new requirement for talent cultivation of current social development.However,the effect of cultivating students’ problem-solving ability is not satisfactory in actual maker education and teaching.There are many common problems,such as students’ weak problem counsciousness,teacher’s insufficient attention to the process of students’ cognitive activities,and mere formality of teaching methods.Based on the above questions,this research attempts to explore how to cultivate students’ problem-solving ability in maker education through effective instructional design,in order to improve the teaching status quo of cultivating students’ problem-solving ability in maker education.First of all,this research adopted the literature research method to analyze and sort out the research status of problem-solving ability and maker education at home and abroad.It was found that there were gaps between theory and practice in the research of maker education,and most researchers focus on the cognition level in the cultivation of students’ problem-solving ability,and pay less attention to the non-cognitive level.Secondly,under the guidance of the existing problem-solving process model and combined with the principles of instructional design,a maker education teaching process that can cultivate students’ problem-solving ability was constructed,which mainly included three parts: front-end analysis,teaching process and teaching evaluation.Again,according to the constructed teaching process,the teaching practice case was designed with the module of understanding sensors as the learning content.Finally,the fourth and fifth grade primary school students were selected as the research object to carry out the teaching case practice.In this study,questionnaire survey method and quasi-experimental research method were used.Concretely,the student’s problem-solving ability questionnaire was used to measure the students’ problem-solving ability before and after the implementation of teaching case,and combined with classroom observation and interviews towarded teachers and students,the development of students’ problem-solving ability of before and after teaching was comprehensively evaluated.The results show that students’ problem-solving ability have been improved in all dimensions through 9 weeks teaching practice of maker education.The following conclusions are drawn from the above research:(1)The teaching process,which cultivating students’ problem-solving ability in maker education and constructed in this research,can have a positive impact on the cultivation of students’ problem-solving ability.(2)The teaching cases designed in the research are valid and feasible.(3)The research enriches the theoretical research of instructional design to cultivate students’ problem-solving ability,and provdes teachers with corresponding theoretical reference.