| Summary: | 碩士 === 正修科技大學 === 資訊管理研究所 === 106 === In recent years, government agencies, academic institutions, and related enterprises all over the world have been actively striving for the development of information technology. The environment full of information technology is also accompanied by me. Therefore, if the curriculum of the school is only trained, listening, speaking, reading, Writing skills, etc., does not change the current era. Hands-on and innovative thinking are difficult to implement in the traditional basic curriculum of the school. Therefore, the implementation of the new curriculum has made the "technical field" independent, in order to prevent the main examination courses from affecting students' creative ability.
Liu Mingzhou (2016) The educational philosophy of innovation, spontaneous, exploration and happy learning emphasized by Maker Education echoes the development needs of professionals. From the perspective of the market, through the hospital's Maker education and digital manufacturing, we will create an educational environment for professional and innovative talents, so that future professionals can adapt to the new working environment and new customer needs. Wang Tongju (2016) believes that the common characteristics of makers are practice, innovation, collaboration and sharing. Maker learning is a learning style in which Maker enters new knowledge in the maker space through active exploration, hands-on, practice, innovative design, cross-border integration, problem-oriented, activity exploration, and project experience. Wang Yingyan (2017) believes that Maker Education refers to an education method that encourages students to carry out Maker activities and turn their ideals into reality by formulating a system to cultivate students' problems, problems and independent creativity.
Based on the above-mentioned views of scholars, we can see that the theoretical basis of Creativity Education is quite rich. This study aims to explore the design of "Creator Education Teaching Design Model and Learning Effectiveness". Through this design, we can understand the relevance of Maker Education to enhance learning outcomes. Finally, based on the results of this study, suggestions and improvements will be made to partner teachers who are integrated into Maker Education.
According to the needs of the research, this study used the benchmark reference test, questionnaire survey and interview. The standard reference test part: for the investigation experiment group and the control group are in the same level and starting point in terms of subject, practice and ability, so the first stage test score is used as the pre-test ability analysis of the two groups. Part of the questionnaire: the post-test questionnaire. Interviews are conducted through classroom observations and random selection of individual students during each course to facilitate the preparation of post-test questionnaires.
In the process of teaching process, the practical course is based on the concept of maker education, focusing on the development and training of students' sense of innovation and innovation. Through a series of practical hands-on activities, students' innovative consciousness and students' ability to improve their skills are stimulated. This study will select the "Science and Technology New Knowledge" section of the Computer Introduction Course to launch a series of eight-week implementation and Maker course design. After the experiment, it can be determined that the application of Maker teaching will enhance the student's learning effectiveness. Changes in teaching methods do affect the learning outcomes of students.
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