摘要
随着创客运动的兴起,以创造、实践、分享为特征的创客教育也对高校既有的人才培养理念与实践模式开始产生影响。美国的部分高校已经开始尝试通过建设创客空间、在STEM教育中融入创客教育等路径来提升大学生对知识的实践性理解与创造,培养大学生跨学科运用知识进行创新的能力。美国高校创客教育以3D打印技术与移动互联网浪潮为扩散手段,充分利用创客空间、创客嘉年华等形式,构成了实体性的实践学习场所和虚拟性的互联网创客社区。要将创客教育融入我国高校的工程教育,除了必要的资源配套与制度保障外,更为核心的是高校领导层、教师、企业界等不同利益相关者群体增强对创客文化的了解与认同。
With the development of maker movement, maker education has become the driving force for the change of school education concept and the cultivation of students＇ creative potentialities. Based on practice, creation and participation, the concept of maker education has inherited John Dewey＇s core ideas such as learning by doing, education is life, and school is society. Promoted by 3D print technology and internet, and integrated with maker space and maker carnival, substantive practical learning space and virtual maker community are established. For the development of maker education in China, resources and institutional support are indispensable, but what counts more is the understanding of educators, parents and other stakeholders. Finally, the flourishing of maker education depends on a group of teachers who always uphold a“maker spirit”.
出处
《复旦教育论坛》
CSSCI
北大核心
2016年第4期101-107,共7页
Fudan Education Forum
基金
浙江省高校重大人文社科项目攻关计划"利益相关者视角下高校创业教育的组织创新与行为策略研究"(2013QN012)
关键词
创客教育
STEM教育
融合
Maker Education
STEM Education
Integration
