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Classroom Teaching Analysis of Chinese Maker Education in Senior High School based on Formative Evaluation

Hongshuai Shi


Due to the deep integration of “Internet plus education”, the teaching forms of digital classroom are becoming more and more abundant. However, in the process of technology embedded teaching, the discussion about technology alienation and technology paradox is becoming more and more intense.Therefore, it is difficult to conduct formative evaluation on each student.The core educational concept of maker education is to cultivate students’ creativity, imagination and hands-on ability through practice. In order to give full play to the positive guiding role of digital technology, it is necessary to conduct scientific evaluation of classroom teaching. Formative evaluation focuses on the evaluation of the whole process of students’ learning. Through feedback, it can play a role of supervision and guidance for students and teachers.


Maker education; Language internet; Formative evaluation

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DOI: http://dx.doi.org/10.18686/ahe.v7i6.7699