Maker Courses Based On The STEAM Concept Development And Practice Of Research

In today’s world,the level of science and technology will affect the rise and fall of a nation,and the strength of innovation ability directly determines the fate of a country.Therefore,in order to cultivate innovative talents to meet the needs of society,Premier Li Keqiang launched the slogan of "mass entrepreneurship and innovation" in2014.Then in 2016,Chinese scholars put forward the core literacy model emphasizing cultivating "all-round development people",which was taken as the new stage education goal of guiding curriculum reform and promoting educational reform.In 2017,technology and engineering were added to the Primary School Science Curriculum Standards in Compulsory Education,clarifying the importance of "T" and "E" in STEAM.There are signs that STEAM,which emphasizes interdisciplinary learning,and maker education,known for "learning by doing",have become effective solutions to cultivate the talents needed in the current era.However,since both STEAM and maker education are in their infancy,their practice is not smooth.This study by analyzing the literature,observing frontline eduacation,inquired about the STEAM or a maker education full-time teacher,and concluded that currently there exists some problems that teachers strength is weak,STEAM is "soft" and the maker education is "hard",curriculum is lack of resources,knowledge content is scattered,maker education is excessive,"the great leap forward" "bubble" phenomenon in is serious,the maker education bottlenecks,etc.Based on this,this research uses literature research,interview,questionnaire survey and educational experimental research to carry out the development and practical research of maker courses based on STEAM concept,hoping to cultivate students’ innovative and creative ability and practical ability on the basis of solving existing problems.First of all,understanding the research status of STEAM and maker courses at home and abroad,this study is based on constructivism learning theory,"learning from doing" theory,multiple intelligence theory and curriculum development model.Secondly,on the premise of analyzing teaching objects,curriculum concepts and following relevant curriculum development principles,this paper points out the curriculum development process of determining curriculum theme-setting curriculum objectives-selecting curriculum content-using curriculum strategies-evaluating curriculum methods.A 12-hour maker course based on STEAM concept is designed to combine regional characteristics,balance students’ brain and hands,and enrich students’ knowledge and skills.Finally,in a primary school in Chengdu for classroom teaching practice,according to the curriculum content design teaching,a curriculum was implemented using the combination of qualitative evaluation and quantitative evaluation,the students ’learning results,scientific knowledge,students’ innovation ability and curriculum attitude investigation,analysis and evaluation.The results showed that81.8% of the students had a good grasp of scientific knowledge,and significantly improved their creativity tendency,innovation ability and practical ability.Students were satisfied with the learning activities,learning content and production process of the works.The paper is divided into six chapters: the first chapter is an introduction,introducing the research background,research problems,research purpose and significance,research method and process,and the research situation at home and abroad.The second chapter is the core concept and theoretical basis,which defines the connotation of STEAM and maker education,and expounds the constructivist learning theory,"learning" theory and multiple intelligence theory.The third chapter is the development of maker course based on STEAM concept,analyzes the teaching object,course concept and course development principles,and determines the course development process.Chapter 4 is the practice of maker course based on STEAM concept,designing teaching design scheme and conducting teaching practice.Chapter 5is the teaching effect evaluation of the maker course based on the STEAM concept,collecting various relevant data in the course teaching,and drawing conclusions.Chapter6 is the conclusion and reflection.According to the research conclusion,the reflection summary research is insufficient and the future research prospect is made.