【正文】 r vocational education, create conditions for their employment, entrepreneurship and success.“ Can see from this, vocational education is to meet the needs of the development of market economy in our country and reserve talents , therefore, 3 d printing in our country the third industrial revolution wave, in the secondary vocational teachers teaching universal 3 d printing technology, is good for secondary vocational training talents and seamless integration of manufacturing industry in our country, for the smooth transition of China39。Demand on the other hand is a 3 d printing its advantages bring the improvement of teaching when a 3 d printing application in the secondary vocational education, teachers39。s secondary vocational schools have started to carry out the teaching practice of the application of 3 d printing electronic school of Qingdao, shandong vocational college of science and technology has already started to add 3 d printing professional, tianjin vocational university set up the national first ”national vocational colleges increase material manufacturing technology center“, guangzhou has also issued relevant documents will be 3 d printing included in the category of it can be seen that 3 d printing in the heart of the vocational education from the application of the experimental stage to mature existing successful experience of secondary vocational education with valuable experience, for the secondary vocational teachers in the teaching the correct application of 3 d printing technology provides valuable experience and avoid unnecessary waste of resources and the secondary vocational teachers39。 understanding of 3 d printing technology there are three conditions: the first kind of circumstance is to indepth understanding of the 3 d printing, unable to fully play the advantages of 3 d printing and characteristics。 teaching play a proper role, improve teaching efficiency, train the talent we need for the economic secondary vocational teachers39。 stratification, first of all need to distinguish from rapid prototyping has been used for many years, in the coastal area and the mainland due to the manufacturing than developed coastal areas, less opportunities to contact with 3 d , according to the regional manufacturing and the extent of the 3 d printing fusion for stratification is the first issue to , need from professional to vocational education professional is various, different professional technology of 3 d printing have different as intelligent manufacturing industry related major, requires teachers to teach students to master and master 3 d printing technology。t digest, can bring great risk to , stratified according to secondary vocational teachers39。s higher education research and vocational education has not yet formed a plete, good , how to break through the threshold of the core technology, to achieve the ”winwin“ of higher education and secondary vocational education development, has bee a plight of the second aspect is the 3 d printing technology transfer from ramp。 application of 3 d technology and the difficulties of the conclusion 3 d printing technology is an emerging technology, its application in the secondary vocational teachers39。關(guān) 鍵 詞：英國(guó) 3D打印技術(shù) 學(xué)科教學(xué) 創(chuàng)新設(shè)計(jì) 體驗(yàn)式學(xué)習(xí)3D打印技術(shù)以計(jì)算機(jī)輔助設(shè)計(jì)(CAD)軟件生成的或通過實(shí)體掃描設(shè)備掃描實(shí)物所獲得的數(shù)字模型文件為基礎(chǔ)，運(yùn)用粉末狀金屬或塑料等可粘合材料，通過“積層造型法”逐層打印材料層創(chuàng)建物體，主要用于原型設(shè)計(jì)以及組件或產(chǎn)品的制造[1][2]。本文結(jié)合英國(guó)3D打印技術(shù)教學(xué)應(yīng)用案例，深入分析3D打印技術(shù)在英國(guó)中小學(xué)教學(xué)中應(yīng)用的目標(biāo)指向、應(yīng)用效果及影響因素，探究3D打印技術(shù)在教學(xué)應(yīng)用推廣時(shí)需要注意的問題，希望為學(xué)校教育引入3D打印技術(shù)提供一定的參考。其次，3D打印技術(shù)的獨(dú)特功能——快速打印模型或?qū)嵨?，支持并激?lì)學(xué)生主動(dòng)參與打印活動(dòng)。另一方面，為保證學(xué)生主動(dòng)參與并有效進(jìn)行學(xué)習(xí)活動(dòng)，英國(guó)教育研究者認(rèn)為在3D打印技術(shù)快速打印實(shí)物功能的支持下，學(xué)生可以將時(shí)間和精力集中在創(chuàng)新設(shè)計(jì)環(huán)節(jié)，有助于創(chuàng)新思維的培養(yǎng)。該理念的核心是“制造”和“分享”，強(qiáng)調(diào)在真實(shí)情境中通過體驗(yàn)式學(xué)習(xí)與探究式學(xué)習(xí)是獲得知識(shí)并實(shí)現(xiàn)學(xué)以致用的有效方式。在專題探究學(xué)習(xí)活動(dòng)中，教師需要給學(xué)生。在3D打印技術(shù)支持下的體驗(yàn)式學(xué)習(xí)中心從學(xué)習(xí)內(nèi)容、學(xué)習(xí)方式上都有所突破。學(xué)生通過主動(dòng)參與創(chuàng)新設(shè)計(jì)、全面細(xì)致地分析打印任務(wù)，充分發(fā)揮想象力和創(chuàng)造力，最終打印出個(gè)性化的作品。第三，3D打印技術(shù)支持的學(xué)習(xí)活動(dòng)有助于體現(xiàn)學(xué)生作為學(xué)習(xí)活動(dòng)主體主動(dòng)參與學(xué)習(xí)的重要性和價(jià)值，進(jìn)而促進(jìn)學(xué)生主動(dòng)參與學(xué)習(xí)活動(dòng)。一方面，3D打印技術(shù)本身的功能特性以及對(duì)學(xué)習(xí)活動(dòng)的支持作用決定了其作為技術(shù)支持工具對(duì)提升學(xué)生學(xué)習(xí)主動(dòng)性有積極影響。雖然3D打印技術(shù)在上述多個(gè)領(lǐng)域的應(yīng)用受到關(guān)注，但目前針對(duì)3D打印技術(shù)在基礎(chǔ)教育領(lǐng)域深入應(yīng)用的系統(tǒng)研究相對(duì)較少。內(nèi)容提要：3D打印技術(shù)基于“設(shè)計(jì)即生產(chǎn)”的基本理念，通過支持學(xué)生在學(xué)習(xí)過程中的深度體驗(yàn)與參與發(fā)展學(xué)生的創(chuàng)造性思維和跨學(xué)科思維，同時(shí)也有助于提升學(xué)生的實(shí)踐能力。s hands, and the vocational education and market industry status, seamless docking between enterprise needs is more or less has some , another it can be seen that study and application of 3 d printing technology popularization involving the interests of the party is more to effectively integrate the teaching resources, in the realization of the interests and winwin, on the basis of the construction of secondary vocational teachers39。 learning 3 d printing technology From the point of China39。Is professional in the transformation of traditional manufacturing to intelligent manufacturing, you need to consider the factors is more , according to the professional stratification is the correct application of 3 d printing problems must be , you need to distinguish starting from the quality of teachers vocational teachers39。 teaching Secondary vocational teachers in our country, due to regional, professional, and various factors such as age, quality is in a state of diversity, can not use unified standard to , the secondary vocational teachers39。The third case is have a certain knowledge of 3 d printing, but for vocational education and the problems faced by China39。 application of 3 d printing encountered obstacles and difficulties, and analyze the block 3 d printing technology in the teaching of secondary vocational indepth and sustained has been clear about the 3 d printing technology in the vocational education in the correct application of the real problem encountered, and draw lessons from the successful experience, right to the correct application of 3 d printing technology in the d printing in the correct application of law in secondary vocational teachers39。 d printing to get standardized application in vocational education, must determine its own unique research category, for 3 d printing to the secondary vocational teachers39。s teaching application is worth studying 3 d printing technology applied in the secondary vocational education with