At present, most maker education does not systematically introduce teaching, but only rigidly arranges one or two courses every week for primary and secondary school students to complete teaching objectives, without considering students' feelings and gains.
To fully integrate maker education into primary and secondary schools, it is not enough to buy a large number of maker education hardware in the name of the government:
Most of the current teachers are excellent talents trained by traditional education, and most of them are experts in examinations. Among them, the entrepreneurial ability urgently needed by maker education is seriously insufficient, and it is fundamental to solve problems from teachers. This requires systematic re-education of teachers. Only by developing teachers with strong manufacturing ability can we integrate maker education into primary and secondary schools.
Secondly, the current maker education is seriously short of systematic arrangement guidance, such as: 1. It is conceivable that primary school students are not well educated, so it is very difficult to learn basic assembly languages such as C. Not all children are gifted and competent for such a difficult task. 2. Lack of room for improvement. The only maker education is that the teacher completes a project by hand. Instead of cultivating students' brains and hands-on ability, what they learn is solidified. There is no extracurricular development course to integrate it into daily life.
To sum up, there should be three steps to fully integrate maker education into primary and secondary schools: first, select relevant teachers and provide additional systematic training; Second, students whose courses are refined to the corresponding level of knowledge and ability; Third, let maker education have room for full promotion and expansion.