The ancient Greek scholar Protago said: "The mind is not a container to be filled, but a torch that needs to be ignited." For primary education, the teacher is the "ignition man" of the child's mind. The quality of education depends on the quality of the teacher standing in front of the podium. Therefore, when discussing "primary education for the future," teachers are an issue that cannot be circumvented.
First of all, in the past, teachers were the center of the classroom, students were listeners, and passively accepted the instillation of knowledge. Maker education has changed this relationship, students have become centers, active learning, and teachers are mentors.
Second, in the past, the purpose of teaching focused on the results of learning, and the only criterion for testing results was test scores. The purpose of Maker education focuses on the learning process, cultivating students' comprehensive ability to ask questions, study problems, solve problems, and make-up. It also tests the mastery of knowledge and cultivates innovative spirit and critical thinking with the process of “creationâ€.
Third, in the past, the carrier of learning was a book. Students read books, endorsed, and practiced. Some subjects will learn by experimenting, but it is not the main way, so the knowledge of learning cannot be used flexibly. . Maker education is the ability to exercise your own hands, pay attention to the experience, reflection and improvement brought about by creation and creation, let the children enjoy the results and get the happiness of learning. This approach coincides with the need of the “artisan spirit†strongly advocated by the Chinese government.
Fourth, in the past, Chinese students were competitive classmates. Under the college entrance examination system of “Thousands of Arms and Horses Crossing the Wooden Bridgeâ€, each student regarded each other as a competitor. Maker education makes team collaboration, discussion and communication learning become inevitable.
Maker education will bring profound changes to education and learning. Some countries, such as the United States, have formed a full range of institutionalized arrangements for maker education courses, teaching materials, and teachers. However, Maker Education is still in its infancy in China, and there are only a few scattered explorers in primary schools. In China, one of the difficulties in achieving the normalization of maker education lies in teachers. In Maker education, teachers are no longer just the imparters of knowledge. The teacher wants to be:
- The designer of the project. Some topics are triggered by the creativity of students, but more topics are designed by teachers. A good subject must be able to stimulate students' interest, and also allow students to make their own opinions and suggestions during the design of the project. Good topics should enable students to use existing knowledge to complete part of the task, and other tasks must be completed through autonomous learning.
- the provider of the resource. Teachers need to pool resources to create conditions for students to learn, including hardware and software. For example, the venues for experiments and creations, the necessary tools, the reference and use of social resources such as science and technology museums, cultural centers, museums, etc., involve the support and knowledge transfer of relevant subjects in other disciplines, and invite relevant experts to teach.
- The organizer of the course. Chinese schools have a unified arrangement of syllabus and learning time schedule. To conduct Maker education under the current curriculum system, it is necessary to have a reasonable time schedule, which depends on teachers to plan and carry out. At the same time, teachers must also ensure that every member of the Creativity Education related group can play a role, and each student will achieve results through complementarity, participation, contribution, and communication.
- the adjuster of the student's mentality. The mentality of primary school students is not mature enough. When a subject is completed, it will inevitably encounter setbacks and failures. Teachers need to stimulate their potential, cultivate their patience and encourage their courage. This kind of support from teachers is face-to-face and hand-shake. A great adjustment to the mentality of the students.
- the intensifier of the results. When the student's subject has achieved results, the teacher needs to lead the students to summarize the experience, the situation, and the problems in the process, so as to consolidate and strengthen the learning of knowledge. Teachers also need to summarize and share their achievements, so that students can feel a sense of acquisition, enjoy the joy of success, build confidence, and stimulate their enthusiasm for continued creation and creation.
So, can Chinese primary school teachers be able to cope with the challenges brought by Maker education?
On the one hand, China lacks a team of innovative teachers. China's exam-oriented education for thousands of years has its superiority and rationality, but exam-oriented education has trained a large number of talented people who are rigid, disciplined, lacking in innovation and critical spirit. The teachers who are standing in front of the podium are also coming out of this indoctrinating education and test-taking system, and it is inevitable to leave the mark of exam-oriented education. Under the circumstances that innovative thinking is very limited and Maker education has no way to follow, the limitations of Chinese teachers themselves determine that it is extremely difficult for them to conduct Maker education.
On the other hand, today, with the rapid development of the Internet, the advantages of teachers in knowledge have been weakened. When we were young, we encountered problems that we didn't know and didn't understand. We went to the school to ask the teacher, but now the child has problems, just pick up the phone and search for it, and you can get the answer quickly. Under the background of the Internet, students and teachers can obtain information on an equal basis. The source of information is no longer limited to classrooms and books. Students can find and learn the knowledge they are interested in on the Internet anytime and anywhere, and timely access the latest achievements of human civilization. How teachers "teach" has encountered challenges.
But don't worry too much. There are already many practitioners of maker education in China. In the visits to these schools, I saw the bold exploration and unlimited creativity of Chinese teachers and students.
First of all, the team of Chinese Maker teachers is gradually being established. Any kind of educational practice is far from enough by the power of the individual. It requires a team and a collaborative community. To carry out the education of makers, we need a group of real lovers who are full of passion, diligent thinking, good research, and hands-on to lead students to carry out practical activities. In order to make up for the shortage of teachers, many schools carry out the education of makers by transferring them from other disciplines to science and technology teachers. Because of the long-term practice in the long-term practice, teachers who have close communication with students know the students' interests and hobbies, and know how to lead students to carry out the maker activities. Some schools have begun to recruit professional science and technology teachers to truly love science and passionate technology. Teachers to carry out activities, it is easier to stimulate students' desire for innovation and hands-on interest.
Second, China's Maker Education has begun to advance the curriculum development. In schools where Maker education started earlier, teachers already have mature systematic teaching content and methods. Teachers are no longer satisfied with daily teaching and guidance, but begin to advance course development.
Third, the idea of ​​maker education is gradually being integrated into various disciplines. Maker Education is not just a “creative education†for creative talents, it also includes “creative education†aimed at improving education through the application of the concept and method of creating customers. In other words, Maker Education is not limited to science and technology disciplines, and can reflect the concept of Maker education and the application of Maker education in all disciplines. In the end, through the intersection of disciplines, the cross-border of knowledge is realized, and the change of learning is further promoted, so that students no longer understand the world in a fragmentary way because of the division of disciplines, but feel that the world is complete, interconnected, and harmonious. of.
In fact, the rise and popularization of Maker education is both an opportunity and a challenge for modern educators; however, advanced technology and advanced software cannot replace the teacher's words and demeanor and emotional influence; Today's efforts in education will one day be mapped out on students and exert incredible power.
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