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在创客运动(Maker Movement)席卷全球的影响之下,创客教育(Maker Education)融合信息技术的发展,开拓了创新教育的新园地。该文通过对中外相关文献的综述和分析,对创客教育的内涵进行了归纳,并对创客教育在我国的现状以及发展方向进行了深层次解读。在新兴科技和互联网社区的发展大背景下,创新教育以信息技术的融合为基础,传承了体验教育、项目学习法、创新教育、DIY理念的思想。创客课题的八个要素包括:课题的切身性、课题的复杂性、充足的资源、互动和合作、高强度、合理的时间安排、分享教育、以及新颖性。在我国,创客教育具有贯彻以学生中心的教学思想、促进学生间的交流合作、推进教育信息化进程、发展学生的动手能力、培育"尚技重工"的文化等优势。推进我国创客教育的方式有:设立多校共享的创客中心、提供相应的教师培训、鼓励器材的研发生产、创建社区创客中心、创建良好的激励机制。
Abstract：With the wave of maker movement all over the world, the integration of maker education and information technology have created a new field for innovative education. Based on the related literature, this article described the nature of maker education, analyzed the development of maker education in China, and proposed suggestions on the future directions of maker education. In the background of emergent technologies and the development of online communities, maker education uses information technology as fundamental element, and has adapted perspectives from experimental education, project-based education, innovative education, and the idea of DIY. The eight essential elements in maker education are: relevant topic, complexity, sufficient resources, interaction and collaboration, intensity, reasonable time management, sharing, and innovativeness. In China, maker education has the following advantages: promoting the implementation of student-centered teaching philosophy, improving interactions and collaborations among students, enhancing the use of information and communication technologies in education, developing students' manipulative abilities, developing a culture that values manual techniques. Suggestions on the development of maker education in China: Building maker space centers shared by multiple schools, providing related professional development for teachers, encouraging the development of related equipment, building community maker spaces, and create system for encouragement
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基本信息:
DOI：
中图分类号:G434
引用信息:
[1]祝智庭,孙妍妍.创客教育:信息技术使能的创新教育实践场[J].中国电化教育,2015,No.336(01):14-21.
基金信息: