中国电化教育

创新能力是创客教育培养学生的关键能力之一，创新能力评价在创客教育中至关重要。研究基于创客教育视角明确了初中生创新能力的内涵与操作型定义，通过定性与定量相结合的方法探析出初中生创新能力包含创新品质、创新思维、创新技能3个一级指标以及创新意识等9个二级指标，研制了《初中生创新能力测评量表》，构建了初中生创新能力测评模型Y=0.32Y_1+0.29Y_2+0.39Y₃，并验证了测评模型的可行性、可操作性和有效性。运用该测评模型对重庆市12所学校3911名初中生进行应用验证，结果表明初中生创新能力达到中等以上水平，但在创新技能维度上得分较低，男生创新能力优于女生，初二、初三学生创新能力优于初一学生，城市学生创新能力优于农村学生，家庭经济状况较好的学生创新能力优于一般或不太好的学生。建议拓展创客教育学习场域，着重提升学生创新技能；加强创客项目的普及与分层，吸引更多女生参与创客项目；转变创客教育学习观念，提高新生群体学习兴趣；增强技术赋能与特色建设，促进城乡教育公平与均衡发展。

Innovation ability is one of the key abilities for maker education to cultivate students, and the evaluation of innovation ability is very important in maker education. Based on the perspective of maker education, the research defnes the connotation and operational definition of junior high school students' innovation ability. Through the combination of qualitative and quantitative methods, it analyzes that junior high school students' innovation ability includes three first-class indicators of innovation quality, innovative thinking and innovative skills and nine second-class indicators, and develops the evaluation scale of junior high school students' innovation ability, then it constructs the evaluation model of junior high school students' innovation abilityY =0.32Y₁ +0.29Y₂ +0.39Y₃, and verifes the feasibility, operability and efectiveness of the evaluation model. The evaluation model is applied to 3911 junior high school students in 12 schools in Chongqing. The results show that junior high school students' innovation ability reaches above the medium level, but their score in the dimension of innovation skills is low. Boys' innovation ability is better than girls. Junior high school second and third grade students' innovation ability is better than frst grade students.Urban students' innovation ability is better than rural students. The innovation ability of students with good family economy is better than that of students with average or poor family economy. It is suggested to expand the learning feld of maker education and focus on improving students' innovative skills. Strengthen the popularization and stratifcation of maker projects and attract more girls to participate in maker projects. Change the concept of learning maker education and improve the learning interest of freshmen. Enhance technological empowerment and characteristic construction, and promote the fair and balanced development of urban and rural education.