Three small makers from Gengyuan Primary School and their works - anti-myopia sitting posture energy-saving reading lights.
[Huicong Education Equipment Network] Under the atmosphere of openness, communication and sharing, we will touch the cutting-edge technology, stimulate the creative potential, and realize the creativity. The educational significance of “Creator†is recognized and welcomed by the education community. As of last October, 684 primary and secondary schools in Shenzhen have carried out various forms of maker activities. The Shenzhen Municipal Education Bureau has funded nearly 150 courses for the development of makers, and has built 100 primary and secondary school creator education practice rooms (hereinafter referred to as “Creator Practice Roomâ€) and 200 outstanding technology associations.
The reporter recently learned from relevant channels that this year Shenzhen will continue to promote the construction of 200 Maker Education Practice Rooms, each investing 450,000 yuan, and the construction period is 3 years. After the completion of the project, plus 100 of the first batch of construction, the number of schools in Shenzhen Public Schools with a maker's practice room will reach about half.
“Shenzhen’s campus Maker education has passed the enlightenment stage. How to carry out in-depth and effective promotion requires systematic thinking.†Many teachers in Shenzhen who are engaged in maker education at the front line told reporters that the most difficult problem in Shenzhen campus Maker education is teachers and courses. problem. These problems are not solved, and Shenzhen campus maker education is difficult to promote.
Half of the funds in the maker's practice room are used for the construction of "software"
Ye Wenzhao, president of the Shenzhen Academy of Education, said in October last year that Shenzhen’s maker education has moved from a comprehensive start to a new stage of deepening development. “Inspire children’s curiosity, encourage children’s spirit of exploration, and activate in favor of makers. The growth of education and sports is the foothold and starting point of Maker education."
In the basic education stage to promote innovation and create customer education, and cultivate innovative talents, Shenzhen's investment is quite strong. For example, fund student-led small-scale research or community activities, guide students to start from their interests, and focus on problems, and strive to learn inquiry-based learning; invest in funds, select and entrust many good courses for schools and society, and expand curriculum options. To enable students with different interests, specialties and talents to choose the course that suits them. In the construction of a new teaching environment, explore to build a new space for students' creative growth. The first batch of 100 maker practice rooms will be built. 450,000 yuan. According to relevant sources of the education department, this year, Shenzhen will continue to promote the construction of 200 maker practice rooms.
According to the relevant documents of the Municipal Education Bureau, the Maker Practice Room is the main place for schools to promote STEM courses and Maker education courses, and is a place for students to carry out independent research and hands-on activities. The practice room is a new learning environment centered on students, based on tools, materials and technology, and integrating multidisciplinary knowledge in science, technology, engineering, art, mathematics, etc. Students use tools or other resources in the practice room to collaborate to identify problems, deconstruct problems, find solutions, share creative results, and develop critical thinking, innovative thinking, and problem solving skills.
Wu Lianghui, an information technology researcher at the Shenzhen Academy of Sciences, stressed that the Maker Practice Room is not just a concept of hardware investment. This can be seen from the use of funds in the "Guidelines for the Construction of the Creativity Education Practice Room in Shenzhen Primary and Secondary Schools (Trial)". 20%-30% of the funds invested are for hardware facilities, tools and equipment; 5%-10% for space decoration and environmental fabrics; 20%-25% for curriculum introduction and scientific research guidance; 15%-20% Used for staffing and teacher training. The guide clearly states that base schools are encouraged to optimize and upgrade on this basis, but should not be lower than this standard.
According to the above sources, in June this year, the Shenzhen Academy of Sciences will evaluate the progress of the first batch of 100 makers' practice rooms. The assessment includes teachers, student harvests, curriculum development, frequency of practice rooms, etc. The practice room will be rectified.
Maker education needs "inside" and "outside"
As a practitioner and witness of Shenzhen Campus's maker education, Zhou Maohua, the second senior high school teacher in Shenzhen, believes that capital investment and maker space construction are important, but teachers are the core of maker education. “The current teacher strength is seriously insufficient. No. Teacher, it doesn’t make sense to build more guest space."
Although many schools have carried out various forms of maker activities, their implementation has been different, and teachers have different attitudes toward maker education. By cooperating with other schools to organize a guest event or communicate with teachers, Zhou Maohua found that some teachers are not active in the attitude of maker education. "They will first ask, what are the benefits of my Maker education? Is it a workload?" Zhou Maohua said. The system of title evaluation and workload assessment is not matched, and teachers are not willing to invest outside the discipline. Maker education spans multiple disciplines and requires more teacher preparation. Because of the lack of incentives, there are not many teachers who are willing to invest in their own time to participate in maker education.
According to Zhou Maohua, some schools in Shenzhen will solve the problem of Creativity Education faculty through the introduction of enterprises. “This can be done in the early stage, but the Maker Education is advancing in depth. It is still necessary for a group of teachers on campus to take action to research and develop relevant courses. Introducing the maker culture in various disciplines and cultivating innovative talents with strong hands-on ability.†Zhou Maohua believes that in solving the problem of teachers, off-campus resources are supplements rather than subjects, and they cannot be turned upside down. The most important thing is to mine teachers from the school. Training and guidance, “The potential of the teacher is huge, and each discipline can find a combination with the maker education.â€
Liu Weifeng, a high school creative education teacher at Shenzhen Experimental School, believes that the problem of teachers in campus maker education is more difficult. He told reporters that the shortage of teachers and the low level of the teachers may cause the funds invested by the government to be used only to buy equipment in the laboratory. The effect is limited and the resources are wasted. In Liu Yufeng's view, the in-depth advancement of Maker Education requires the internal and external factors to work together. The "outside" is mainly the mechanism, such as the teacher's incentive, assessment system, and the establishment of the Maker's expert resource pool. The "inside" is The motivation of the teacher himself. He believes that internal factors are the key to some extent.
"The content of Maker Education includes not only robots, but also Internet of Things, hardware, biomedical, etc. Many teachers in primary and secondary schools can't solve it.
Wu Zhaobin, a teacher at Shenzhen No. 2 Experimental School, said that from the current practice, the primary and secondary school creator education is mainly divided into three stages: one is to lead students to find problems around them, to find solutions to problems; the second is to create ideas through hands-on practice. Into the article; the third is productization. "At present, more schools have achieved the first stage, but in the second stage, because of the constraints of teachers and funds, it is difficult to promote." Wu Zhaobin said that this problem will not be solved and will affect the in-depth promotion of Maker education. .
Wu Lianghui said that the issue of teachers is indeed the biggest difficulty in restricting the education of Shenzhen campus. He revealed that in response to this situation, the Municipal Academy of Education will launch relevant research this year to understand the teachers' needs for the construction of the Creativity Education faculty and the supporting policies, and then develop the Shenzhen Primary and Secondary School Creativity Education faculty. Construction of relevant guidelines, this guide will also become an important reference for the relevant departments to make decisions.
The deep development of the maker course is imminent
At the high-end forum of “Deep Development of Creativity Education for Primary and Secondary Schools†jointly sponsored by Shenzhen Academy of Education and City Erga, a number of first-line campus Maker teachers pointed out that the curriculum is also a major problem affecting the in-depth development of Maker Education. In-depth development of the doctor education related courses is imminent. “How many Maker courses are offered in the school, whether these courses are scientific and systematic, how many classes are used to make Maker education, whether the subject courses infiltrate Maker education... Maker works, innovative thinking, hands-on ability, etc. It needs to be generated from the course. Without a course, there is no foundation." Zhou Maohua said.
According to Wu Lianghui, the current Shenzhen School's Maker class is relatively rich and the number is large. The reporter learned that, for example, in Shenzhen Second High School, more than 80 large and small projects have been developed to choose from. Four creator elective courses, including open source hardware and innovative project research practices, were offered for the selection of high school students. Each student must choose one of them, and the school's maker space is open to all students. Those who are interested in innovation can also choose to enter the community for more in-depth study; in the high school of Shenzhen Experimental School, high school and high school students must not only undertake courses related to technological innovation such as 3D printing, but also “unmanned aerial vehiclesâ€. Frontier technology courses such as “VR Virtual Reality†and “Robot†are optional.
Zhou Maohua said that many schools now pay attention to and carry out hobby education and activities such as robots, drones, and 3D printing. He believes that it is worth encouraging to carry out these cutting-edge technology-related education, but most afraid of the form, "in-depth learning needs to have Systematic, in-depth courses, if you just buy a few kits to bring students to play, there will be no substantial help for students' innovative thinking, hands-on ability, etc. Maker education should be more face-to-face, multi-level, and more possibilities Sex."
Xiang Hua, a professor of physics and teaching at Beijing Normal University, said that in addition to the Maker course, how to introduce and integrate the Maker culture concept and Maker education in the subject curriculum is also very important and needs systematic research and promotion. Wu Lianghui and Zhou Maohua also quite agree with this view. “Which is a better and harmonious combination of creator education and existing school disciplines, and it is better to land in schools, which requires in-depth development of the curriculum.†Wu Lianghui said.
Zhou Maohua said that the maker course and the subject curriculum are not separated. The maker education is not just a science and technology teacher. More teachers should participate in it, find directions and methods from the perspective of their own disciplines, and cultivate students' creativity. Thinking, hands-on ability, etc., “After the teacher’s enthusiasm is stimulated, a quality course will follow.â€
Editor in charge: Jia Wei
There are many types of watches on the market today. On our website, you can see three types of classic watches that are closer to natural materials, Gemstone Watches, Pearl watches (MOP watches), Wood Watches. You want to choose between men's and women's watches , you can find what you want in it. Of course, if you want to customize a watch or a batch of watches, you can contact us, so that we can provide better service.
Classic Watch,Stainless Steel Watch,316L Watch,Elegant Watch,Retro watch
SHENZHEN ORINO WATCH CO.,LTD , https://www.orinowatch.com