面向创客教育的小学3D打印立体化教材的设计与开发研究

发布时间：2018-06-02 04:40

本文选题：设计思维 + 项目式学习　；参考：《深圳大学》2017年硕士论文

【摘要】：全球信息化背景下,创客教育走进学校。创客教育融合科学、数学、物理、化学、艺术等学科知识,培养学生的想象力、创造力、解决问题的能力等。3D打印所带来的“创客式”教育模式集创新教育、体验教育、项目式学习等思想为一体,学生不再是知识的被动接受者,而是身兼数学家、科学家、发明家等多重角色,有选择的运用数学、物理、化学、甚至艺术等多学科的知识。在3D打印技术席卷全球的浪潮下,中国各地区中小学也开始将3D打印引入学校,引进课堂。但目前各小学3D打印课程的开展还存在着一些问题,如面向创客教育的小学3D打印教材匮乏、3D打印师资队伍难以满足需求、3D打印课程的开展深度不足等。本研究结合小学生的认知特点、以学生设计思维的培养为出发点,研究符合小学阶段3D打印课程需求和契合设计思维培养的课程体系,进而设计并开发一套完整的小学3D打印立体化教材。该立体化教材包含小学3D打印教材、微视频教程、案例资源库,以及3D打印专题网站。课程以项目化、模块化的方式展开,引导学生以小组合作的方式进行小组讨论、头脑风暴,并结合思维导图等工具,进行创意作品的设计与创作,最后通过小组展示、比赛等方式鼓励学生进行作品输出。该立体化教材将线上线下学习一体化,为学生提供个性化学习途径,促进学生动手操作能力、实践创新能力、团队合作意识等综合素质的提升。该3D打印立体化教材经过一年多的设计与编写,也已经初步完成,包括:《小小设计师——3D打印创新实践教程》纸质教材一套,包含三个章节,十二个案例模块,共计24540字;教材中所包含案例的微视频教程及拓展学习微视频教程;教材中所有案例模型及拓展资源模型源文件,每个模型包含三种文件格式,可供学生进行修改、打印或直接打印;包含有在线课堂、学生作品展示、论坛等功能模块的3D打印专题网站。在此基础上,将该立体化教材投入到深圳市南山区海湾小学试用一学期。该立体化教材的实际应用结果表明,该套教学模式能够在一定程度上解决小学3D打印课程开展的需求,满足教师教学和学生学习的实际需求,为小学开展3D打印课程提供了一种体系化深度学习模式。项目式学习、思维导图、小组合作等的设计有效促进学生团队合作意识的提升,设计思维的培养,有助于学生综合素质的提升。但在调查过程中,也发现了一些问题,即混合年级的学生小组合作学习这种教学、学习模式将加大教师教学的难度,如何保证教学有序的进行,需要进行更多的思考。本研究在线上线下一体化和教学模块设计方面仍然存在较大的改善空间,这将在后续研究中不断完善。
[Abstract]:Under the background of global informatization, the education of creators comes into school. Creative education integrates the knowledge of science, mathematics, physics, chemistry, art and so on, and trains students' imagination, creativity, problem-solving ability and so on. The students are no longer passive receivers of knowledge, but they are also mathematicians, scientists, inventors, and so on. They choose to use the knowledge of mathematics, physics, chemistry, even art and so on. In the wave of 3D printing technology sweeping the world, primary and secondary schools in various regions of China began to introduce 3D printing into schools and classrooms. However, there are still some problems in the development of 3D printing curriculum in primary schools, such as the lack of 3D printing teaching materials for creative education and the shortage of 3D printing teachers. Based on the cognitive characteristics of primary school students and the cultivation of students' design thinking, this study studies the curriculum system that meets the needs of 3D printing curriculum and fits the training of design thinking in primary school. And then design and develop a complete set of primary school 3D printing three-dimensional teaching materials. The three-dimensional textbooks include primary-school 3D printing materials, micro-video tutorials, case libraries, and 3D print feature sites. The course is conducted in a project-based, modular manner, leading students to group discussions, brainstorming, and the use of tools such as mind maps, to design and create creative works, and finally to show them in small groups. Competition and other ways to encourage students to work out. This three-dimensional teaching material integrates online and offline learning to provide students with individualized learning approaches and to promote students' ability of hands-on operation, practical innovation, team cooperation and other comprehensive qualities. The 3D printing material has been designed and written for more than a year, and has been completed initially, including: "small designer" paper textbook set, including three chapters, 12 case modules, a total of 24540 words; Each model contains three file formats, which can be modified, printed or printed directly by students. A 3D print project site that includes online classes, student presentations, forums, and other functional modules. On this basis, the three-dimensional teaching materials will be applied to the Bay Primary School in Nanshan District of Shenzhen for one semester. The practical application of the three-dimensional teaching material shows that this teaching model can solve the demand of 3D printing course in primary school to a certain extent and meet the actual needs of teachers' teaching and students' learning. It provides a systematic and deep learning model for the development of 3D printing curriculum in primary schools. The design of project-based learning, thinking mapping, group cooperation and so on can effectively promote the students' sense of team cooperation and the cultivation of design thinking, which is helpful to the improvement of students' comprehensive quality. However, in the process of investigation, some problems have been found, that is, the students in mixed grades cooperate to study this kind of teaching, the learning model will increase the difficulty of teaching, how to ensure the orderly teaching, need more thinking. There is still much room for improvement in online integration and teaching module design, which will continue to be improved in the follow-up research.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.3

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