中国电化教育

创客教育为革新基础教育教学理念与教学方法提供了可能。该文基于学科整合的视角构建以学科素养、创客素养、综合素养为核心,以"做中学"、探究式学习、项目式学习为实施路径,秉承教与学的系统性、创新空间开放性、学习过程协作性、创新能力发展性的原则建构融前端设计、过程设计、评价设计于一体的基于学科课程整合创客教育教学模型。通过质性与量化相结合的分析方法对学生五周学习结果分析如下:学科学习层面,学生知识记忆与理解、学科技能与文化显著提升,形成求真探索、实事求是的科学素养;创客学习层面,学生创新意识与创新思维处于较高水平,创新技能存在两极分化,多数学生具有基于技术的工程设计与基于创新的产品物化的创客素养;综合学习层面,学生在依据科学原理创新的综合能力方面具有显著性差异,半数学生形成根据知识原理创新实践的综合素养;课程满意度层面,学生认为依托该教学模型的学习可以有趣地将知识与练习相结合,从而提升知识原理的学习效果。

Maker education provides the possibility to reform the teaching philosophy and teaching methods of basic education. The article designs subject-based integrating maker education model from the perspective of curriculum integration. Core competence of subject, maker and subject-maker are the key in this model that takes learning by doing, hands-on inquiry based learning, projectbased learning as the implementation path. It adheres to the principle of the system of teaching and learning, innovative openness,collaborative learning, developing innovation ability. The five-week learning results are analyzed by qualitative and quantitative analysis methods as follows. At the level of subject learning, students' comprehension, skills and subject culture are significantly improved, forming a scientific literacy for seeking truth. At the level of maker learning, students' innovation consciousness and innovative thinking are at high level, but the innovation skill is polarizations. At the subject-maker learning level, students have significant differences in comprehensive ability of innovation based on scientific principles. At the level of curriculum satisfaction,students believe that learning by this method can combine knowledge with practice to strengthen the principles of knowledge.