The Development And Practice Of Maker Education School-Based Curriculum In Junior High School From STEAM Concept

Since the national implementation of the three-level curriculum management policy,school-based curriculum has gradually become the characteristics of school development,students personalized development of another way.Through investigation we learned that H Middle School in Dongguan City expects to develop school-based maker education course that integrates the green environment protection characteristics.So as to improve the curriculum system of information technology under the new curriculum standards,further meet the needs of junior high school students to develop creativity,and take this as an opportunity to form the characteristics of the school.By combing through the literature we know that the development of maker education is in full swing in our country,but the combination of maker education and school-based curriculum has some research results,and the new school-based curriculum is few,so we can continue to further exploration under the guidance of the STEAM concept has certain research significance.This study firstly investigated the actual situation of the demand for the school-based curriculum of maker education in H Middle School of Dongguan City,sorted out the research status of school-based curriculum,maker education,STEAM education and school-based curriculum of maker education at home and abroad by literature research method,and then defined the development of school-based curriculum,STEAM concept and maker education.Then,the key elements of domestic school-based curriculum development were sorted out through literature,and the key elements with high frequency were extracted by Python and re-integrated.Under the guidance of STEAM concept,Dewey’s Theory of Learning by Doing and curriculum development theory,the school-based curriculum development method of "Environmental Protection Little Guardian" is constructed.Then take the school-based course "Environmental Protection Little Guardian" as an example to explain how to develop the school-based course and related resources;Finally,the teaching case is formed after the implementation of this curriculum,and the curriculum is evaluated according to students’ works,Williams Creativity Propensity Inventory,student interviews,expert evaluation,etc.,so as to further improve the school-based curriculum.In this study,the school-based curriculum development method of "Environmental Protection Little Guardian" was constructed.And combined with the actual situation to develop the "Environmental Protection Little Guardian" school-based course;The diversified evaluation of teaching practice shows that the school-based curriculum development method of "Environmental Protection Little Guardian" is effective,and the course is conducive to cultivating students’ innovative ability.Meanwhile,junior high school students show a high degree of satisfaction to the course.This study creatively integrates the environmental characteristics of the school and uses Arduino open-source hardware to develop the school-based course "Environmental Protection Little Guardian",and chooses Web Quest to organize the course content to fully embodies the inquiry nature of the course.