Scratch Teaching Mode of a Course for College Students

Ying Lu


Maker education is of great significance for the fostering of innovative talents. At present, however, most of the maker courses in colleges and universities are with such problems as single teaching functions, non-uniform course management system and unsmooth course teaching. Therefore, how to innovate in concept, system and mode to adapt them to the new demand of the development of higher education is a realistic problem to be addressed by maker course. Guided by the teaching concept of STEAM, our study establishes maker education oriented on learners and implements the hands-on operating experience of “creating, delighting, cooperating and sharing”. Meanwhile, the teaching design of Scratch programming education dominated by game-based learning is taken as an auxiliary teaching measure. Moreover, four teaching modules, i.e., design development teaching, artistic design teaching, manual production teaching and 3D printing teaching, are also created. On this basis, a model for the development elements of the thinking of maker education is proposed to evaluate the training effect of innovation ability by this teaching practice. The results show that the proposed teaching mode can effectively improve students’ learning ability and innovative thinking. Hopefully, the present study can offer a reference for researchers and practitioners of maker education.


Scratch teaching mode; maker course; STEAM; Chinese teaching

Full Text:


Copyright (c) 2021 Ying Lu

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
Creative Commons License
Scopus logo Clarivate Analyatics ESCI logo EI Compendex logo IET Inspec logo DOAJ logo DBLP logo Learntechlib logo EBSCO logo Ulrich's logo Google Scholar logo MAS logo