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The opening of the laboratory is the main driving force behind maker-oriented cultivation of talents. At the same time, the maker-oriented cultivation of talents also makes higher demands on the experimental teaching. To accommodate the goal of maker education of cultivating talents, the experimental teaching center innovates and makes full use of various pedagogical methodologies and modernized teaching methods. Many comprehensive, designed and creative experimental projects have been developing actively. Professors put more emphasis on student-oriented, interactive and research-and-discussion teaching which is based on problems, projects and cases and independent, cooperative and exploratory learning. We have made some achievements by putting those methods in practice. Introduction Focusing on promoting “mass entrepreneurship and innovation”, the general office of the state council of China issued the guiding opinions on the development of maker space and promotion of mass innovation and entrepreneurship on March 11. It also put forward eight key tasks, including speeding up to build the maker space, reducing barriers of innovation, encouraging scientists and students to start up business, supporting innovation public service, strengthening the guidance of financial fund, improving the venture investment and financing mechanism, enriching innovative entrepreneurial activities and building innovative entrepreneurial culture atmosphere. The launch of a series of policies by the Chinese government to support innovation and entrepreneurship reflects a strong signal of global industrial change. The premier Keqiang proposed the “maker space” policy and measures to encourage mass innovation and entrepreneurship and promote industrial upgrading and transformation. It is a significant development opportunity for Chinese maker movement and maker groups, and it is also a potential challenge for colleges and universities. The theme of the challenge: will colleges and universities be replaced by micro-schools like maker space? In order to adapt to the development of maker education, the mechanical experimental teaching demonstration center (hereinafter referred to as “center”) of East China Jiaotong University constantly innovates and uses diversified and modern teaching methods, and actively develops comprehensive, designed and innovative experimental projects. Professors put more emphasis on student-oriented, interactive and research-and-discussion teaching which is based on problems, projects and cases and independent, cooperative and exploratory learning. They promote students' diversification, focusing on the combination of foundation and frontier, classic and modern, virtual simulation and real experience, basic norms cultivation, basic ability training and innovation ability cultivation. The Realization of the Process of “Four-Step” Progressive Experimental Teaching The process of adopting “four-step” progressive practical teaching (as shown in figure 1). The first step is introductions of practice and professional importations; The second step is the combination of theory and practice. We pay great attention to three links such as professional experiments, course designs and extracurricular practice innovation platforms; The third step is to participate in the

Researches and Practices of Experimental Teaching Methods of Mechanical Specialty Adapted to Maker Education