Open the physical space for the construction of maker education courses

Since its birth, maker education has been highly valued by countries all over the world , China is no exception . China has achieved remarkable results in the exploration and practice of maker education , However, in the future development process, we still need to strengthen the rational understanding of maker education , Create a system and environment suitable for its development , Transformation Division 、 Living ideas and teaching 、 Learning methods , Basic reality 、 Long-term foothold , Promote the practice of maker education in summary and reflection . The core concept of makers is maker 、 innovation 、 free 、 practice 、 Share , But at present, maker education is more promoted in the environment of maker competition , Driven by utilitarianism , It's hard to concentrate on , Meditate and educate people , in the course of time , Teachers have formed a series of puzzles .

Makers don't create . Since the launch of maker education, it has been carried out in the way of race boosting , As a school leader or teacher, in order to be popular in the competition , Take a very utilitarian approach , Such as ： Buy ready-made works and come back for the competition ; Teachers make works directly , Then mark the students' names for the competition ; China stem Teach parents to make works for their children to participate in competitions in order to win awards , These phenomena are everywhere at the grassroots level of maker education . It can be revealed from these phenomena , Students participate in “ learn ─ study ─ gen ” There are very few opportunities , therefore , It is worth discussing in the form of competition promotion .

Create by all but not by all . At this stage, maker education exists in the form of school associations , There are only ten 、 Eight students participated , Turn maker education into elite education , The so-called children programming children programming , This is education for the minority , This method and innovation 、 The public “ maker ” Go against the idea of , This is also the reason why maker education is difficult to popularize . To achieve “ popular entrepreneurship ” The idea must be based on the curriculum , Start with mass education , Promote with pyramid talent training mode .

Sharing is not deep . Maker education encourages designers to actively share the formation process of works , As a listener, you should also put forward some suggestions and opinions from the process of sharing by designers , This is more interesting , It makes more sense to , Education will also change due to sharing . Including kindergarten stem education . There are many large and small activities similar to the makers' Carnival held all over the country , But these activities are more oriented to competitions , There are very few opportunities for designers to exchange ideas face-to-face , Lack of collision of thoughts , Sharing only stays on the surface . Maker space is empty . With the continuous promotion of maker education , Maker education has become an educational fashion . As for the AI project plan, some schools have invested hundreds of thousands or even millions to establish a maker space , Its name is used to promote maker education , But the essence is the place that leaders visit , In order to keep the place tidy , It is seldom free and open to students , Maximize the benefits of the place , Such maker space is in vain .

Commercialization is too strong . Some domestic maker education exhibition activities , The essence is the product promotion exhibition of the business . In communication activities , Some people and institutions take the opportunity to exaggerate for product promotion 、 Publicize maker education in disguise , I've heard many interpretations from different people , Found a difference , Teach smart classes and have many theories , Less operability , Who is the right person to listen to ？ This is the real reaction of teachers after learning . This will cause superficial deviation and misleading in many aspects 、 Misinterpretation , Further exacerbated the escalation of practitioners' confusion .

From the experience of information technology education development , The situation of maker education , In the final analysis, the lack of curriculum guidance . therefore , Build... With all your strength “ Create a class ” Is the way to change the status quo , Primary school science stem Education is also the only way to make maker education popular .“ Create a class ” It refers to maker education courses , It includes maker textbooks 、 Maker resources , As long as the maker course is built , The training goal of maker education is clearer , More maneuverability .

Rationally examine maker education and its role , alert “ Maker education style ”. Although maker education is the product of the development of the times and educational reform , But it is not the last straw for the development of Education , Nor can it solve all the educational problems . What is machine learning? As an opportunity for educational reform and development, maker education should be grasped , But in practice, we should be more aware of ： Education is a complex and systematic project , The development goal of innovative education cannot be achieved overnight , Be alert to those who are blinded by heated hype and exaggerated propaganda without thinking 、 Blind enthusiasm 、 A rush of irrational behavior .

The essence of maker education is to integrate “ innovation 、 practice 、 cooperation 、 share ” Such spirit is integrated into education , Realize the purpose of promoting human development . Maker technology is not only a tool for collecting educational resources , It is also a means to promote the realization of maker education . The definition of maker education mode is a spring breeze of educational reform and development , Can it form a new educational atmosphere , Need to focus on educational researchers 、 managers 、 Teachers' 、 The wisdom of students and people from all walks of life , It needs to be understood and recognized by the whole society , It needs the transformation of social talent view and employment evaluation mechanism , We need an educational environment with the characteristics of maker education . The difference between robot education and Programming Education , Do they have conflicts ？ The answer, of course, is No . Robot education and Programming Education , The two are complementary , Indivisible , You have me , I have you. .

in summary , Whether it is to let children choose robot education or programming education , It's all about creating more learning application scenarios for children , Through interdisciplinary learning and practice , Improve children's learning efficiency , Cultivate children's practical ability 、 Youth maker space 、 Logical thinking ability and problem-solving ability . Of course , All this is also based on children's interest , On the basis of persistent learning . The rapid development of science and technology , Liberated the simple and repetitive labor force of mankind , But at the same time, it also puts forward higher requirements for our creativity , Whether it's robot education , Or programming education , Can't just stay at the skill level . While educating children about AI , Not only should we understand scientific principles , It is more important to learn to apply practice , With better knowledge 、 Ability and mentality to adapt to the upcoming era of artificial intelligence .