Abstract: In the context of "innovation and entrepreneurship", the practice of maker education in primary and secondary schools in China is in full swing. In order to further understand the implementation of maker curriculum in primary and secondary schools, first of all, through literature research, the "ought to be" state of maker curriculum is outlined from the purpose and triple attributes. Secondly, the "being" state of maker curriculum is described through the investigation of maker curriculum in primary and secondary schools in five provinces (cities) in the central, eastern and western regions. Finally, through the comparative analysis of "ought to be" and "being", relevant suggestions are put forward for maker teachers to effectively carry out maker curriculum. It is found that the value of maker curriculum is to cultivate innovative talents, among which innovation practice, technology integration and experience curriculum are its triple attributes. At present, there are many problems in maker courses in primary and secondary schools in China, such as attaching more importance to "technology" than "innovation", curriculum marginalization, teaching technicalization and evaluation simplification. The main reason is that the educational administrative institutions lack of reference to the professional development concept of maker teachers, the school's value orientation of maker courses tends to be utilitarian, and teachers' understanding of the essential value of maker courses needs to be improved. Based on the above problems, this paper puts forward that maker teachers should take the essence of education as the starting point, pay attention to the cultivation of free, complete and personalized people; integration of postmodern curriculum view, pay attention to the openness and creativity of maker curriculum; clarify the value of technology to education, and change technology from "masking" to "unblocking" state.