Research On The Training Needs Of Primary School Maker Teachers

Maker education is an important means of cultivating innovative talents.With the rapid development of maker education,maker teachers,as the key and foundation for the development of maker education,face higher requirements.Training,as an important way of teacher professional growth,is of great importance.However,the current supply and demand fit of maker teacher training is relatively low.Therefore,this study explores the training needs of primary school maker teachers from the perspective of their individual professional development needs and national policy requirements,and provides suggestions for maker teacher training.This study mainly includes the following parts:Firstly,based on the national policy and the development requirements of educational informatization,the author sorted out the basis of elementary school creator teachers’ training needs through literature research,decomposed the basic dimensions of elementary school creator teachers’training needs,and constructed the survey framework of elementary school creator teachers’ training needs index system.Then,the author conducted field research and filtered the indicators,supplemented and improved the indicator system,and formed the elementary school maker teacher training needs indicator system with the four first-level dimensions of training needs of maker awareness,maker knowledge,maker ability,and maker affection,so as to lay the foundation for further research.Secondly,based on the survey indicator system,a survey tool(questionnaire,interview outline)was designed,and 16 primary schools were selected as the source of the surveyed teachers.The questionnaire survey method was used to investigate the training needs of maker teachers in terms of training content.The general training needs of maker teachers were analyzed,while the educational background,subject background,teaching experience level Analyze the differences in the training needs of maker teachers during the professional development stage as a background factor.Using individual interview methods,investigate and explore the training needs of maker teachers for external factors beyond the content of maker training,such as frequency,duration,faculty,and format.Thirdly,The author compiled survey data to analyze the overall training needs of elementary school maker teachers by analyzing the diversity of maker teachers’ training needs with educational level,subject background,teaching experience level,and professional development stage as background factors.The analysis results show that the overall demand of primary school maker teachers for maker training was higher,and insufficient attention was paid to the enhancement of maker affection and maker knowledge.There were differences in the training needs of maker teachers under different(variable)background factors and,there was no significant differences in the training needs of primary school maker teachers at the educational level,but there were significant differences in teaching age and different stages of professional development.Finally,according to the survey results,feasible and effective suggestions are put forward for the training of primary school maker teachers.It mainly includes:first,locate the academic background of the maker teacher,pay attention to the differences in training needs caused by the academic background,conduct a pre test of maker education general knowledge and software technology operation level before training,and accurately set the training content.Second,pay attention to the differences in training objects,divide maker teachers into different levels,classify and arrange targeted training objectives,training plans,training content,and training teachers,and achieve hierarchical and classified maker training.Third,improve the form of maker training and enhance the effectiveness of training.Hire practical teaching experts to carry out theoretical learning,increase practical training courses,and jointly build and share practical training bases with schools at all levels to promote the implementation of practical courses and improve training effectiveness.Fourth,we should attach importance to the selection of training duration,establish a new system for maker teacher training that covers various types such as short-term training and long-term off job training,and alleviate work-study conflicts.Fifth,pay attention to the changes in the needs of maker teachers,adjust the training plan in a timely manner after clarifying the necessity of new training needs,and enhance the adaptability of training activities.