When the maker spirit meets education, "maker education" is born. It can be said that Maker Education combines innovative education, experiential education, project learning and other concepts, which is in line with students' curiosity and creativity. Mainly based on the curriculum, under the platform of maker space, the knowledge of science, mathematics, physics, chemistry, art and other disciplines is integrated to cultivate students' imagination, creativity and problem-solving ability.

Many schools in Europe and America have set up maker courses and maker spaces, which provide environment, resources and opportunities for students' creative learning. On the campus of China, maker education is gradually emerging. For example, Tsinghua, Tongji, Shenzhen University and other universities have set up their own maker groups or associations; Some primary and secondary schools, such as Wenzhou Middle School in Zhejiang and Jingshan School in Beijing, have also set up maker platforms and offered related courses.

What is maker education?

In childhood, children like to doodle on paper, knead various shapes with plasticine, and build houses with Lego bricks. But along the way, school education has become more and more rigid, and a large number of homework and exams have caused students to memorize knowledge. Students' creativity and innovative spirit are losing.

There is no doubt that the Maker Movement will change our study at school. It can reduce the damage caused by standardized teaching and testing to students' personalized development, and encourage creativity and innovation in a new way-using new digital technology to design, make, share and learn across time and space.

Some young people showed their amazing talents through the Maker Sports Exhibition. In addition to Kane introduced at the beginning of the article, Sylvia, who is 1 1, has a live webcast called Sylvia's Super Invincible Maker Show. With the help of her father, she introduced electronics, Arduino development of open source hardware and other interesting projects to millions of audiences through singing, playing and teaching, which was very popular. 14 Joey Hudy, a young maker and entrepreneur. At the White House, Obama was surprised by his marshmallow cannon.

In the United States, from policy to practice, maker culture has begun to gain a foothold in the education sector.

The White House began to embrace the maker movement because President Obama proposed to innovate education and improve students' STEM (science, technology, engineering, mathematics) learning level. In his campaign speech in 2009, Obama said, zhlzw, "I hope all of us will think about innovative ways to motivate young people to engage in science and engineering. Whether it is a science festival, a robot competition or an exposition, young people are encouraged to create, build and invent-to be creators of things, not just consumers of things. "

At the beginning of 20 12, the United States launched a new project, which will introduce "maker space" into 1 000 American primary and secondary schools in the next four years, equipped with open source hardware, 3D printers, laser cutting machines and other digital development and manufacturing tools. Maker education has become an important part of the United States to promote educational reform and cultivate innovative talents in science and technology.

Some schools also realize that they have lost the way to motivate students to study actively. They began to try to bring the maker spirit into school education. In the past few years, the academic maker space and manufacturing laboratories in American universities have increased rapidly. Some K 12 schools also try to set up maker space in the library, or transform classrooms to adapt to project-based and practice-based learning.

The focus of maker education is how to integrate maker space into existing educational projects. Maker space is a place where makers make, communicate, enjoy knowledge, resources and cooperation projects. For schools, the maker space is not only that, but also the environment for curriculum implementation. Teachers should learn to turn the classroom into a dynamic maker space, and encourage students to create things, invent handicrafts and share ideas. Maker course mainly has the following elements: hands-on is the most important, open sharing, bold attempt, iterative design, paying attention to aesthetics, breaking age discrimination, strong personalized learning, technology is the basic element, and students control learning independently.

In the book "Creation is Learning", some ideas of maker courses are provided for K 12 schools.

Primary school-invent and make an interesting toy; Simple programming with Scratch; Learn stop-motion animation, etc.

Middle school-making and assembling electric toys; Draw a personal portrait with simple drawing software; Learn to weld simple electronic components; Learn to assemble touch devices with MaKey MaKey suite.

High school-solve daily problems with raspberry pie, Arduino or other open source hardware; Make your own robot; Learn to make a game to show your math skills.

The integration of digital technology and education brings not only curtain class, but also maker education. In the personalized era of learning, the two need to be combined and complement each other. Students can not only gain knowledge through online learning, but also design and make in the school's maker space, giving full play to their creativity. In this sense, the maker movement will become the next fulcrum of learning change.

What is "Maker" and what is Maker's educational philosophy?

It refers to a sustainable development model that does not aim at profit, whether it is helpful to others, etc. In the future, the specialization trend of maker space is inevitable. The word "maker" comes from the English word "maker". As for whether to realize commercial value, the source of creativity mainly comes from foreign open source websites, pursuing the realization of their own creativity; Hackers. It's just that individual maker spaces belong to a comprehensive platform, not their main purpose, and have not yet formed distinctive features. Maker space is a community platform for these makers to realize creativity, exchange creative ideas and products, combine offline and online, innovate and make friends. Domestic maker space belongs to the initial stage. The business model and operation model of maker space itself are also worth exploring and exploring; It doesn't mean a hacker in the computer field who tries to turn various ideas into reality. Maker is a group of people who like or enjoy innovation.

What kind of education does Maker Education specifically refer to?

What is it?

How to define maker education, stem education and innovation education?

Maker Space is an open laboratory with the functions of processing workshop and studio. Maker can enjoy resources and knowledge in Maker Space and realize his own ideas. Since 2007, more than 2,000 maker spaces have been established around the world. 20 10 10, the "new workshop" settled in Shanghai and became the base camp of domestic makers. Then, Beijing's "maker space" and Shenzhen's "firewood maker space" became famous. These are pioneers of maker organizations with thousands or even tens of thousands of people. Soon, maker organizations in Guangzhou, Hangzhou, Nanjing, Chengdu, Xi and other places have mushroomed.

Horizon Report 20 14 thinks: "The focus of teaching practice in university campuses all over the world is shifting, and students in all disciplines are learning through production and creation, rather than simply consumers of course content ... Some university departments that did not have laboratory or practical learning links before have begun to integrate practical learning links as an organic part of the curriculum." According to incomplete statistics, dozens of universities in China have established maker space. The establishment of these maker spaces effectively meets the needs of students' innovative ideas and hands-on hobbies, and is conducive to guiding students to change from consumers to creators.

Although many universities have successively built maker spaces, there are few successful examples of building maker spaces in primary and secondary schools. Is it necessary to build a maker space in primary and secondary schools? How to build the maker space in primary and secondary schools? These are all worthy of further discussion. To this end, Wu Junjie and I tried to build a school maker space in Wenzhou Middle School and Beijing Jingshan School respectively. Here, I take the construction of DF Maker Space in Wenzhou Middle School as an example to introduce some thoughts during its construction.

? Maker space should be clear about the construction goals.

It is very important to locate the construction goal of maker space. The new workshop in Shanghai is positioned as a pure maker exchange place. Unlike Nanjing Maker, Firewood Maker also undertakes the function of "technology incubator". Different from these maker spaces, the construction of maker spaces in primary and secondary schools is to meet the needs of students' hands-on practice, provide them with opportunities to "use knowledge" and strive to realize their whimsy. From this point of view, the maker space in primary and secondary schools actually has the functions of opening laboratories, community activity rooms and libraries.

To this end, I have set the following goals: Wenzhou Middle School DF Maker Space faces the three campuses of Wenzhou Middle School, providing a fixed activity and exchange place for students who are interested in hands-on production. Through various maker sharing activities, students are encouraged to actively participate in innovative practice, study interdisciplinary comprehensive projects, upgrade technology and exchange ideas, and finally form a place for brainstorming and a "dream laboratory" for turning ideas into reality.

? Maker space must meet the necessary conditions.

Teachers often ask me for help, wondering how much it costs to build a maker space and what tools to buy. In fact, the maker space is not mysterious and does not require expensive tools and equipment. Li Dawei, co-founder of Shanghai New Workshop, once said that on the first day of opening, the new workshop only had 15 square meters of space, five Arduino control panels and several remote-controlled cars. However, the maker space in primary and secondary schools is, after all, for minors without independent purchasing power. Therefore, compared with the maker space in society, the preparation of tools and equipment should be as comprehensive as possible to meet the needs of most students for research and practice. Moreover, because the user is a minor, the choice of tools and equipment should take safety as the first principle. Combined with the characteristics of well-known maker space in China, some necessary conditions of maker space in primary and secondary schools can be summarized.

1. There should be enough space.

Being big enough does not mean that the bigger the better, but it is determined according to the actual situation. Generally speaking, as long as there is a room the size of an ordinary classroom, the maker space can accommodate 4 ~ 6 workstations, some large-scale processing tools, such as laser cutting machines and 3D printers, and there is still a certain space to store students' maker works and semi-finished lockers.

Considering that Maker Space often organizes Maker sharing activities, it is necessary to consider whether there are public multimedia classrooms or computer rooms around when choosing places. Moreover, the maker speech is generally not only for members of the maker space, but also for all students in the school, and the audience is often more. Some large maker workshops also need to be equipped with temporary venues to accommodate more students. For primary and secondary schools, small members of Maker Space should learn some basic Maker courses, such as 3D design and printing operation, S4A, A ... >; & gt

What is maker education?

It combines the ideas of innovative education, experiential education and project learning, which accords with students' curiosity and creativity. Mainly based on courses, for example, Shandong Meichuang integrates knowledge of science, mathematics, physics, chemistry, art and other disciplines to cultivate students' imagination, creativity and problem-solving ability. I hope my answer can help you! ! !

What is the concept of maker education in primary and secondary schools?

Let innovation become a kind of ability and habit, for example, through creative 3D software such as 3DOne, guide students to turn ideas in their minds into 3D models that can be made.

What knowledge does Maker Education generally learn?

It's electronic knowledge like robots. Gates Jr. has a strong robot education and a strong teacher's ability. Children can learn practical things, and their practical ability and thinking ability will be greatly improved.

What are the three main ways to carry out maker education in primary and secondary schools?

Maker training basically has three forms:

The first is the cultivation of experience. Interest is the best teacher. The initial germination of science and technology among the young people in contemporary China basically comes from the classroom. The immersive science and technology production class and the magical science and technology museum tour have ignited young people's strong curiosity about natural science and applied science. Therefore, some educators slowly bring teenagers into hands-on practice by developing some simple hand-made and assembled experiments. This kind of experiential training has obvious effect and function, but the disadvantage is that most of the experience stays in the stage of "hearing, seeing and hearing" or "imitating". Even if there are some manufacturing opportunities, it is the assembly of finished products or semi-finished products, so it is difficult for learners to maintain long-term interest and really develop what they are interested in.

The second is literacy training. Curriculum is an important part of education and teaching. On the basis of experiential training, educators began to pay attention to establishing a long-term mechanism for teenagers' interest in science and technology, and make it coherent through courses. This method pays more attention to the cultivation of literacy and supplements and strengthens innovation as a necessary product of personal literacy. Long-term interest can turn interest into results. Some small manufacturers have grown rapidly under such a mechanism. Although they may not be 100% complete ideas, or the starting point of starting a business, they have given many young people, especially those born after 1990, a chance to try.

The third is platform education. Experience and courses are the conditions for the cultivation of makers, and they cannot be neglected. But are these enough? Obviously not. At present, maker education has entered the stage of platform education. If students are in a very independent and open space, supplemented by technical support and tutor support, they can better stimulate students' interest, cultivate their creativity and application ability, and give full play to their creativity. In addition, this process can also cultivate students' teamwork and problem-solving ability. Such a comprehensive platform is the most mature maker education model at present.

Who knows about maker education?

Maker education is an effective way to improve innovation ability and cultivate innovative talents. It is considered to be a good way to improve students' practical ability, inquiry ability and creativity. The core of the concept of maker education is to cultivate students' innovative consciousness, innovative thinking and innovative ability through hands-on practice, and to help students remove the constraints brought by the classroom, including cognitive constraints, curriculum constraints, talent constraints, domain constraints and variable constraints. Therefore, maker education is not only a form of activity, as a unique mode of thinking, exploration and action, but also requires imagination, collaboration and the ability to creatively integrate resources.