Wang Hongjiang, Ye YuanFen, Liao Xiaoling, Li Zuokun, Liang Yingli
School of Information Technology in Education, South China Normal University, Guangzhou, China.
Tianhe Middle School, Guangzhou, China.
Front Psychol. 2022 May 18;13:886051. doi: 10.3389/fpsyg.2022.886051. eCollection 2022.
General Technology Course (GTC) in senior high school focuses on skill training and the connection and comprehensive application of interdisciplinary knowledge, and it is a compulsory course for cultivating students' creative potential. However, GTC in domestic senior high school has low teaching efficiency and fails to cultivate students' creativity well. Fortunately, after years of theoretical and practical research in China, the Maker Education (ME), which focuses on cultivating students' innovative ability, has produced well-recognized applied research results. For this reason, this paper integrates the theories of ME into GTC. Combined the characteristics of ME and GTC, and followed the process of creation and the law of the expression of personality traits, we build a model of GTC based on ME to improve students' creativity effectively. In order to improve and optimize the designed teaching model, this study carried out three rounds of Action Research, designed the practical activities of GTC in senior high school, and revised the teaching model through action, observation and reflection continuously. Finally, this paper designed an experimental group and a control group. The experimental group adopts the recommended General Technology teaching model, and the control group adopts the traditional teaching model. Students were asked tested to take pre-test and post-test, and SPSS was used for analysis of ANCOVA and -test. After analysis, the following experimental results were obtained: (1) the teaching model proposed in this paper can improve students' creativity significantly and effectively; (2) the adventurous, curiosity, imagination, challenge of students also have significant positive improvement.
高中通用技术课程注重技能训练以及跨学科知识的联系与综合应用，是培养学生创造潜力的必修课。然而，国内高中通用技术课程教学效率低下，未能很好地培养学生的创造力。幸运的是，经过我国多年的理论与实践研究，专注于培养学生创新能力的创客教育已产生了广受认可的应用研究成果。为此，本文将创客教育理论融入通用技术课程。结合创客教育与通用技术课程的特点，遵循创造过程和个性特质表达规律，构建了基于创客教育 的通用技术课程模型，以有效提高学生的创造力。为改进和优化所设计的教学模型，本研究开展了三轮行动研究，设计了高中通用技术课程的实践活动，并通过行动、观察和反思不断修订教学模型。最后，本文设计了实验组和对照组。实验组采用推荐的通用技术教学模型，对照组采用传统教学模型。要求学生进行前测和后测，并使用SPSS进行协方差分析和检验。经过分析，得到以下实验结果：（1）本文提出的教学模型能显著有效地提高学生的创造力；（2）学生的冒险精神、好奇心、想象力、挑战性也有显著的正向提升。
