A Lesson Study on the Design and Implementation of Maker Education Courses in Primary Teacher Education: An Interdisciplinary Perspective
Against the background of ongoing basic education curriculum reform, coupled with the inherent limitations of traditional teacher teaching modes and the prominent dilemmas in cultivating high-quality maker-oriented pre-service teachers, this study carries out empirical lesson study research grounded in the maker learning model. By clarifying the core connotation of the “maker” and drawing on the theoretical framework of the self-efficacy theory, it explores feasible pathways to integrate maker thinking cultivation into classroom teaching activity design and strives to implement the integrated teaching idea into formal primary pre-service teacher education classrooms. Taking the undergraduate elective course Practice of Maker and Intelligent Manufacturing Tools offered at a comprehensive normal university as a particular research case, this paper elaborated in detail the overall design, practical arrangement and specific implementation process of curriculum maker activities. Data were retrieved from student learning portfolios, classroom video recordings, and representative student practical works. The results indicate that the course design can effectively stimulate pre-service teachers’ learning initiative and practical participation enthusiasm, and fully embodies the practicality, openness and innovation characteristics of modern maker education. This research offers valuable theoretical reference for the in-depth integration of maker education into pre-service teacher education systems, and bears important practical implications for fostering outstanding primary teachers adapted to the new demands of educational modernization and innovative talent training.