【正文】 39。 stratification is a emphasis and 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。Traditional manufacturing related professional, you may need to 3 d printing technology as a teaching aid to improve the classroom efficiency。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。 acceptance of emerging technology and ability is uneven, and the teacher is the starting point of knowledge dissemination and teach, if you can39。t digest, can bring great risk to , stratified according to secondary vocational teachers39。 quality is the guarantee of correct application of 3 d stakeholders of the resource integration, reduce the threshold of the secondary vocational teachers39。 learning 3 d printing technology From the point of China39。s current development situation, secondary vocational teachers should master 3 d printing, mainly face the following two plight of the first approach is the core of the 3 d printing power in university research and development institutions, and our country39。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。d to the mercial application of link in manufacturing enterprise39。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 and application of mature and reasonable path of 3 d printing technology, is to improve the efficiency of secondary vocational teachers39。 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。 teaching research will be a longterm concern during the period of ”much starker choicesand graver consequencesin the application of independent research and development of our country has the core technology, should to support, according to the characteristics of regional economic transformation, integration of the resources of the interested parties, in the secondary vocational teachers to carry out the study and application of the popularity of 3 d printing engineering, to reveal the 3 d printing technology in the application of secondary vocational education facing difficulties and challenges, and the 3 d printing technology in the teaching application, analyzing the influence factors of the final explore the correct method and law of application and popularization, which Outlines with theoretical support and the application value of countermeasure and the suggestion, for the modern development of secondary vocational education to provide some useful perspective.第四篇：3D打印技術(shù)在中小學(xué)教學(xué)中的應(yīng)用3D打印技術(shù)在中小學(xué)教學(xué)中的應(yīng)用——以英國中小學(xué)課堂引進3D打印技術(shù)項目為例作者簡介：李柯影，東北師范大學(xué)計算機科學(xué)與信息技術(shù)學(xué)院碩士研究生，研究方向為現(xiàn)代遠程教育，Email:liky086＠；鄭燕林，東北師范大學(xué)計算機科學(xué)與信息技術(shù)學(xué)院（吉林 長春 130117）。內(nèi)容提要：3D打印技術(shù)基于“設(shè)計即生產(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，同時也有助于提升學(xué)生的實踐能力。該文主要分析英國中小學(xué)在學(xué)科教學(xué)中引入3D打印技術(shù)的目標(biāo)指向、應(yīng)用方式，并分析影響3D打印技術(shù)在學(xué)科教學(xué)中有效應(yīng)用的相關(guān)因素，為探索教師在學(xué)科教學(xué)中適當(dāng)應(yīng)用3D打印技術(shù)提供參考。關(guān) 鍵 詞：英國 3D打印技術(shù) 學(xué)科教學(xué) 創(chuàng)新設(shè)計 體驗式學(xué)習(xí)3D打印技術(shù)以計算機輔助設(shè)計(CAD)軟件生成的或通過實體掃描設(shè)備掃描實物所獲得的數(shù)字模型文件為基礎(chǔ)，運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)計以及組件或產(chǎn)品的制造[1][2]。3D打印技術(shù)實現(xiàn)了“設(shè)計即生產(chǎn)”的創(chuàng)想，具有快速生成的特點，不但能夠?qū)崿F(xiàn)從零件設(shè)計到整體設(shè)計的跨越，而且所“打印”的產(chǎn)品，較之傳統(tǒng)方法所生產(chǎn)的產(chǎn)品具有更強的穩(wěn)固性、更精密的結(jié)構(gòu)，支持更有創(chuàng)意的設(shè)計與生成，因此近年來在機械制造、生物醫(yī)藥、建筑設(shè)計、藝術(shù)創(chuàng)造等多個領(lǐng)域受到越來越多的關(guān)注[3]。雖然3D打印技術(shù)在上述多個領(lǐng)域的應(yīng)用受到關(guān)注，但目前針對3D打印技術(shù)在基礎(chǔ)教育領(lǐng)域深入應(yīng)用的系統(tǒng)研究相對較少。英國教育部及相關(guān)組織機構(gòu)于20122013年實施了為期一年的探究3D打印技術(shù)在學(xué)科教學(xué)創(chuàng)新中的應(yīng)用，該項目不僅取得了實質(zhì)性教學(xué)應(yīng)用成果，而且推動了3D打印技術(shù)在教育領(lǐng)域中的應(yīng)用，為更多學(xué)校引進3D打印技術(shù)，變革教與學(xué)的模式起到示范與引領(lǐng)作用。本文結(jié)合英國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。一、3D打印技術(shù)在英國中小學(xué)教學(xué)中應(yīng)用的目標(biāo)指向、培養(yǎng)學(xué)生的創(chuàng)新思維基于對3D打印技術(shù)本身特性的把握，發(fā)現(xiàn)該技術(shù)可以作為動力激發(fā)工具和支持創(chuàng)新設(shè)計的技術(shù)工具應(yīng)用到教學(xué)活動中，促進學(xué)生學(xué)習(xí)主動性的提高和學(xué)生創(chuàng)新思維的培養(yǎng)。一方面，3D打印技術(shù)本身的功能特性以及對學(xué)習(xí)活動的支持作用決定了其作為技術(shù)支持工具對提升學(xué)生學(xué)習(xí)主動性有積極影響。首先，3D打印技術(shù)作為一種新型技術(shù)，其新穎性更加容易引起學(xué)生參與基于該技術(shù)的學(xué)習(xí)活動的好奇心和興趣，激發(fā)他們主動參與學(xué)習(xí)活動的動機。其次，3D打印技術(shù)的獨特功能——快速打印模型或?qū)嵨铮С植⒓顚W(xué)生主動參與打印活動。學(xué)生可以利用3D打印機將自己的創(chuàng)新設(shè)計或想法以可視化方式呈現(xiàn)給教師和其他學(xué)習(xí)者，由此獲得的成就感，不僅會促使學(xué)生更加積極主動地參與學(xué)習(xí)活動，而且會激勵他們主動參與創(chuàng)新設(shè)計。第三，3D打印技術(shù)支持的學(xué)習(xí)活動有助于體現(xiàn)學(xué)生作為學(xué)習(xí)活動主體主動參與學(xué)習(xí)的重要性和價值，進而促進學(xué)生主動參與學(xué)習(xí)活動?；?D打印技術(shù)的學(xué)習(xí)任務(wù)，需要學(xué)生主動分析打印任務(wù)、參與計劃與決策、參與創(chuàng)新設(shè)計原型，這種主體意識和被需要的感覺讓學(xué)生意識到自己在學(xué)習(xí)過程中的重要性和價值，促使學(xué)生更加主動地參與到打印活動中。另一方面，為保證學(xué)生主動參與并有效進行學(xué)習(xí)活動，英國教育研究者認為在3D打印技術(shù)快速打印實物功能的支持下，學(xué)生可以將時間和精力集中在創(chuàng)新設(shè)計環(huán)節(jié)，有助于創(chuàng)新思維的培養(yǎng)。創(chuàng)新啟于格物致知，創(chuàng)新思維啟于透徹地分析打印任務(wù)和豐富的實踐經(jīng)驗，是進行創(chuàng)新設(shè)計、打印出創(chuàng)新性個性化作品的基礎(chǔ)和源泉。學(xué)生通過主動參與創(chuàng)新設(shè)計、全面細致地分析打印任務(wù)，充分發(fā)揮想象力和創(chuàng)造力，最終打印出個性化的作品。英國3D打印技術(shù)在學(xué)科教學(xué)中的應(yīng)用項目是在“人類可以通過制造和分享過程產(chǎn)生學(xué)習(xí)”理念指導(dǎo)下開展的學(xué)科教學(xué)創(chuàng)新探索項目[4]。該理念的核心是“制造”和“分享”，強調(diào)在真實情境中通過體驗式學(xué)習(xí)與探究式學(xué)習(xí)是獲得知識并實現(xiàn)學(xué)以致用的有效方式。所以，教師借助3D打印技術(shù)可以為學(xué)生創(chuàng)建“體驗式學(xué)習(xí)中心”，這同時也是一個知識運用空間，學(xué)生需要主動參與到真實的實踐活動中，并通過親自動手操作獲得直接的學(xué)習(xí)體驗，提高解決問題的知識與技能水平。在3D打印技術(shù)支持下的體驗式學(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?！绑w驗式學(xué)習(xí)中心”的學(xué)習(xí)內(nèi)容可以是一個專題的探究學(xué)習(xí)，也可以是單一知識或問題的學(xué)習(xí)與探究，還可以僅是一個創(chuàng)意的實現(xiàn)，甚至是這三者的交叉融合。在專題探究學(xué)習(xí)活動中，教師需要給