In regular courses, the basic knowledge part includes knowledge background, project practical knowledge base and other content. Gerststein said: In the online virtual space, teachers mainly conduct resource release, student knowledge testing, and monitoring of the learning process, while students obtain relevant knowledge resources for discussion and testing; in the offline physical space, students acquire and use knowledge resources. And face-to-face simultaneous discussions, and the teacher guides the learners here.
The basic skill training and expansion part includes the operation of experimental equipment and the imitation of excellent cases. In the online virtual space, teachers determine training skills, assign tasks, release resources, study guidance, etc. Students obtain skill training and imitation resource cases based on training and imitation content, and conduct case analysis and asynchronous discussions at the same time; offline physical space In the middle school, students mainly carry out case analysis, division of labor and collaboration, hands-on exercises, project management, synchronous communication, etc. based on skill training and imitation content. Teachers carry out task assignment, resource and case provision, practical guidance, etc.
Innovative learning projects refer to learning projects that rely on the existing knowledge system and have certain challenges. In the online virtual space, teachers need to publish learning projects in a timely manner, guide and monitor students’ learning projects, while students need to recruit project team members, conduct group collaboration, case analysis, project management, etc.; in offline physical spaces, students The project team needs to be organized to conduct face-to-face discussions, collaborative division of labor, analysis of finished products and cases, and management of learning project progress and implementation. Teachers and experts will again conduct project implementation guidance and product reviews.
From the observable practice now, there are still many differences between the maker course and the traditional course. For example, the duration of the maker course may be longer than that of the traditional course, and it may not be solved by one or two lessons in the past, and some even last one or several days; the course involves more subjects, which is different from the traditional course. Each segmentation has different roles. The maker course pays more attention to the integration of disciplines, and emphasizes the flexible use of multidisciplinary knowledge to creatively solve real problems; traditional courses pay more attention to knowledge transfer, and in fact pay more attention to Bloom education The cognitive level in target taxonomy, that is, more attention is paid to the goals of memorization, understanding, and application in the goals of the knowledge domain, and insufficient attention is paid to the goals of analysis, evaluation, and creation. However, the maker course just wants to highlight analysis and evaluation. And creation, especially creation. The rise of maker education is bound to face the problem of integration with existing traditional courses, especially from the perspective of course management, it faces greater challenges.
The current more authoritative definition of Maker Education is "Maker Education is a combination of maker culture and education. Based on student interests, it uses digital tools in the form of project learning, advocates creation, encourages sharing, and cultivates interdisciplinary problem-solving skills and teamwork. A quality education for collaboration and innovation.
To sum up, "With the advancement of the national strategy of mass entrepreneurship and innovation, the maker space in various regions has developed vigorously, and maker activities and maker competitions have been organized everywhere. In the field of education, maker education has become the current The hottest topic in education. Now whether elementary, middle school or university, Maker education is being vigorously promoted, but some problems have appeared in the updating of teachers’ concepts, the integration of disciplines, and the innovation of teaching models. The most prominent one is Maker In the process of education implementation, the trend of hollowing out is increasingly shown, and the maker education urgently needs innovation.