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为探究创客的发展路径,该文从DIY文化和创客的关键特质出发,阐释了创客"自造"的创新2.0属性,建构了创客素养的概念模型和领域内容;作为个体自造能力的具体表现,创客素养是以工匠精神为内核,强调创新创造、动手操作、协同合作、分享交流以及批判反思整合等一系列关乎个体基本发展的重要能力,具体表现在行为、人际、元认知和艺术等四个领域。对于学校教育而言,创客素养的培养不仅仅是在创客空间里进行的活动中,更要深度融合于项目活动、学科教学、学校文化等方面。该研究为众创时代学生解决问题能力的提升以及创造力的培养提供了全新视角和系统参照。
Abstract：In order to explore the development path of maker, this paper explains the characteristics of "self-made" from the DIY culture and the key characteristics of makers, which is summarized as innovation 2.0 attributes, and constructs the conceptual model and domain content of maker literacy. As a concrete manifestation of the individual self-made ability, maker literacy is based on the spirit of the craftsman, emphasizing innovation and creativity, hands-on, collaborative, sharing and critical reflection and integration, which is related to a series of the basic and important ability of the individual development, and specificized in four areas such as behavior, interpersonal, metacognition and art. For school education, cultivating maker literacy not only occurred in the makerspace, but also in project activities, subject teaching, and school culture to integrate deeply. This study provides a new perspective and reference system for student to enhance the ability to solve problems and cultivate creativity in crowd innovation times.
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基本信息:
中图分类号:G434
引用信息:
[1]王佑镁,王晓静,包雪.成为自造者:众创时代的创客素养及其发展[J].中国电化教育,2017,No.363(04):10-16.
基金信息:
浙江省2016年度高等教育教学改革项目“分布式众创空间支持下的高校创业人才培养模式探索与实践”(课题编号:JG20160161)研究成果
2017-04-07
2017-04-07
2017-04-07