中国电化教育

该文基于对创客教育与核心素养在理论源起、共有属性、共通的教学设计原则三方面的契合性分析,将核心素养的培养目标融入创客教育,以凸显创客教育"文化"与"发展"的价值理念。围绕创客精神的核心,从过程性视角将核心素养划分为匠技、匠心、匠魂三个维度,并根据学科类别的价值目标,构建基于人文学科之逆向项目式学习的创客教育促进学生核心素养发展路径与基于科学学科之正向项目式学习的创客教育促进学生核心素养发展路径,实现科学主义与工具理性的超越。最后,以某小学3D打印之"活字生香"课程为例,阐述基于人文学科的创客教育培养学生核心素养的课程设计与活动组织方式,推进创客教育、核心素养与教育系统的常态化融合。

Based on the analysis of the relationship between maker education and key competencies in terms of theoretical origin, common attributes and common teaching design principles, this article integrates the training objectives of key competencies into maker education to highlight its "culture" and "development" value. Focusing on the core of the maker spirit, the key competencies are inducted into three-dimension framework of "skills", "ingenuity" and "soul" from the procedural perspective. And according to the value objectives of subject category, the path of the reverse project-based learning and the positive project-based learning to promote students' key competencies are constructed, which can realize the transcendence of scientism and instrumental rationality. This paper takes the 3 D printed "live-colored" School Course of a primary school in Wuhan as an example, describing the curriculum design and activity organization, which may promote the integration of the maker education and key competencies into education system.