Research On The Improvement Of Logical Thinking Ability Of Primary School Students By Maker Courses Under The Perspective Of Core Literac

At present,the innovation pioneering ability of science and technology has become the high point of the competition of comprehensive national power,and the cultivation of innovative talents has become an important task for the country to enhance the ability of science and technology innovation and upgrade the level of science and technology.And the cultivation of innovative talents requires us to start at a young age,from the basic stage.In recent years,the creative movement,which emphasizes hands-on,manufacturing and innovation for teaching and learning activities,has become popular worldwide for its great benefits to the cultivation of Key Competencies and the shaping of innovation and creativity,and the construction of Maker Education and Curriculum is in full swing.In response to the national policy,schools have stepped up deployment to build maker spaces and offer various maker courses.However,due to the lack of guidance experience and methods,there is a tendency to emphasize form over content in the curriculum.In order to return to the essence of the subject and give students more comprehensive skills in addition to the basic knowledge of textbook theory,so as to enhance students’ ability to solve practical problems in life.The discussion of Key Competencies has been widely mentioned in the global education community since the 21 st century.Obviously,since its introduction,Key Competencies has become an important guideline for the whole education and teaching,which takes the cultivation of "all-round development of human beings" as the core,with independent development,cultural foundation and social participation as important components.It also provides a framework for the design of activities in domestic Maker Education programs.However,students’ learning methods and ways of thinking are crucial for the Maker Curriculum to achieve the desired results.As an important higher-order thinking skill for students in elementary school,logical thinking skills are important to help and support students’ active problem identification and problem solving.It is also a direction and goal that many educators have been working together to explore and pursue,so that students can acquire logical thinking skills in a progressive learning growth.Obviously,the combination of Maker Curriculum and logical thinking skills development will make the implementation of Maker Curriculum more practical and effective,and make students’thinking exercise more ways and means.Based on this,this study summarizes the current situation and problems of elementary school creative curriculum and the composition and characteristics of core literacy framework,introduces the way of cultivating logical thinking,relies on the "Qianqian Logic Box" product,and explores the application of Maker curriculum to the teaching activities of elementary school students in the context of core literacy based on the local school situation.The design is to build a teaching model that promotes the logical thinking ability of elementary school students through the Maker Curriculum.Through the linkage with elementary school art and science curricula,we will try to design and build a series of "one main and two parts" Maker Curriculum,and conduct an empirical study to verify the effect of this teaching model on the logical thinking ability of elementary school students,and summarize the corresponding improvement strategies.This dissertation consists of six chapters.Firstly,the author analyzes the current research status of core literacy,Maker Curriculum and logical thinking skills,and outlines the current status and shortcomings of the creative curriculum.Secondly,based on the theoretical basis and the actual situation of the school,the author identifies a teaching model that is consistent with the development of the Maker Curriculum for elementary school students,and constructs a teaching framework for the main curriculum.Again,the main teaching framework was used for teaching practice,and the extended curriculum of elementary science(SuZhou Education Version)and elementary art(People Education Version)was set up as a link to supplement the main creative curriculum.This study takes the second grade students of an elementary school in Xi’an Jingkai as the research object,and sets the second grade A class as the experimental class and the second grade B class as the control class for quasi-experimental research.Finally,through the data of the whole round of teaching experiments,we analyze whether this teaching mode has the effect of improving the logical thinking ability of the lower elementary school students and put forward the corresponding effective guidance strategies.1.By constructing the design of teaching activities of the Maker Curriculum based on Piaget’s cognitive development and other theoretical foundations,and according to the school and school situations,the design of teaching activities of the Creative Curriculum under the perspective of Key Competencies was carried out according to local conditions,combining the cognitive development characteristics of students in the lower elementary school,using the cultivation of logical thinking throughout the curriculum,emphasizing the combination of core literacy and the nature of the subject in the teaching,and linking with related subjects to form a system.2.In this study,by comparing the tests before and after the implementation of the teaching experiment in the experimental and control classes,it was found that students improved in the score items of all dimensions of the Raven scale,but boys and girls did not show more significant differences in this area.In addition,on the five dimensions of the Raven’s scale,A,B,C,D,and E,both groups D(relational ability in series)and E(abstract reasoning ability)showed large significant differences.Obviously,the implementation of the Maker Curriculum in the context of core literacy has a positive effect on the improvement of logical thinking skills of students in the lower elementary school.