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    Explanation: The Significance of Opening 3D Printing Course
    03.18.2021 | Cherry Chen | News

    Firstly, 3D printing technology can bring new thinking to students'learning style, make abstract teaching concepts easier to understand, stimulate students' interest in science, mathematics, especially engineering and design creativity, and bring the combination of practice and theory, knowledge and thinking, reality and future. The concrete manifestations are as follows:


    Through 3D printing, students'imagination can be more easily turned into reality, students' innovative consciousness can be cultivated, and students'innovative practice can be encouraged.

    Learn to use simple modeling software to develop students'three-dimensional spatial thinking. Through the tactile process of 3D printing entity, a new learning channel is established for students. Choose the theme of life-related modeling to cultivate students'ability to solve life problems.


    In recent years, China has issued a number of policies to support the development of 3D printing industry. In recent years, the 3D printing industry continues to develop rapidly, and relevant departments of the state have issued a number of support policies for 3D printing.

    In May 2015, the State Council promulgated the policy on 3D printing "Made in China 2025", vigorously developing the core basic components, advanced basic technology, key basic materials and industrial technology foundation, namely 3D printing technology.

    In November 2016, the State Council promulgated a policy on 3D printing, the National Strategic Emerging Industries Development Plan for the 13th Five-Year Plan. The report pointed out that the manufacturing industry chain of additional materials should be built. Research and development of additional materials for manufacturing special materials.

    In April 2017, the Ministry of Science and Technology promulgated a policy on 3D printing, the Special Plan for Scientific and Technological Innovation in Advanced Manufacturing Technology during the 13th Five-Year Plan. It was proposed that the scientific problems of micro-forming mechanism, process control and defect characteristics analysis in the field of added material manufacturing should be solved.

    In October 2017, the Ministry of Education promulgated a policy on 3D printing, "Guidelines for Comprehensive Practical Activities Courses in Primary and Secondary Schools", which encourages students to understand the principles of 3D printing technology, learn the methods of 3D modeling and use of 3D printers.

    In November 2017, the Ministry of Industry and Information Technology issued a policy on 3D printing, High-end Intelligent Remanufacturing Action Plan (2018-2020). It pointed out that in the development of high-end remanufacturing and intelligent remanufacturing industries, high-end and intelligent production time constantly emerged, such as laser cladding, 3D printing and other material-adding technologies were widely used in remanufacturing field.


    The impact of 3D printer on primary and secondary school students is not just to let students learn modeling software and become a manufacturer. For 3D printer and modeling, it is only a machine or a tool software. We also want to train students to be thoughtful and creative designers and thinkers, so that students can complete a complete process of exploration, thinking and operation, and open up a new way of thinking for students.

    Launching School-Enterprise Cooperation


    Creation of three-dimensional cooperation with many colleges and universities, the establishment of a number of production, learning and research teaching practice bases, equipment and technical support and innovative education programs, for the development of education to make a modest contribution October 13, "2018 Baoan District Printing and Modeling Teachers'National Computer Grade Examination" in Shenzhen Bao'an Innovation Course Research and Development Center on the sixth floor of Bao'an Science and Technology Museum was officially opened. A total of 46 IT teachers from primary and secondary schools were selected to participate in the grade examination.

    In most schools all over China, 3D printing is combined with primary and secondary education.

    In Hong Kong, attracted by the school's "mini-version" 3D printer, teachers and students of Chen Nanchang Memorial Middle School use online software to draw, conceive and design various "proud" three-dimensional graphics. The whole production process brings them endless fun.

    In Nanjing, Mafujie Primary School has begun a magical classroom full of creativity. Students use modeling software to design airplanes, desks and chairs, and then use 3D printers to print out stereo models.

    In Qingdao, the promotion and training of 3D printers on campus started in Licang District. According to the plan, every district and city in the island city will establish a practice center for 3D printing in primary and secondary schools.

    In Shanghai, the project team of combining 3D printing with primary and secondary education entered Hetian Road Primary School, developed 3D printing curriculum with front-line teachers, and implemented it for one semester in the fourth and fifth grades. Students show extraordinary creativity, are bridging the gap between imagination, virtual and physical, and are perceiving and possessing key elements of the future industrial revolution.

    In Wuhan, Wuhan No. 49 Middle School has the first 3D printing laboratory in the city. To provide students with learning and hands-on platform for school innovation interest groups to learn about the latest 3D printing technology.

    In Ningbo, in order to further stimulate students'enthusiasm for creativity and invention, Taihe Middle School has offered a "Master of Design" course based on 3D printing.

    In Nantong, the Science Society of Haian Senior High School in Jiangsu Province carried out the popular science education of 3D printing technology. The students were very enthusiastic and amazed. With the deepening of community activities, excellent student design works are constantly presented.

    In Zibo, "3D printer into classroom" is being promoted. The first batch of 13 characteristic schools have been identified, relevant textbooks have been compiled, and science and technology counselors in the whole region have been trained to promote the popularization of this new technology in primary and secondary schools in the city.


    In the teaching of 3D printer course, the author has achieved satisfactory results since using this system to teach. The materialization and visualization of data make classroom guidance and discussion more effective, the formulation of teaching tasks more pertinent, students'practice reports more and more abundant and rigorous, each task has made significant progress, and the classroom evaluation system is constantly improving and strengthening.