论美国K-12阶段STEM教育对我国中小学创客教育的启示  

On the Inspirations for Maker Education to Chinese Primary and Middle School from American K-12 STEM Education

作　　者：殷朝晖[1] 王鑫[2] YIN Zhaohui WANG Xin

机构地区：[1]武汉大学教育科学研究院教育经济与管理研究所 [2]武汉大学教育科学研究院

出　　处：《外国中小学教育》2017年第1期31-36,共6页Primary & Secondary Schooling Abroad

基　　金：湖北省高校人文社会科学重点研究基地--大学生发展与创新教育研究中心科研开放基金项目"创新驱动发展战略下的高校科技创业型人才培养模式研究"(项目编号:DXS20160001);中国学位与研究生教育学会立项课题"培育研究生创业核心竞争力研究"(项目编号:2015Y0503)的研究成果;武汉大学人文社会静学者学术团队建设计划资助

摘　　要：STEM教育与创客教育同为适应现代社会发展而产生的创新创造教育,有着共同的"做中学"理论基础与社会共同参与的现实基础。借鉴美国K-12阶段STEM教育目标、课程设置、师资培养与学业评价的改革发展经验,可以对我国处在探索阶段的创客教育在课程目标细化、创客学习空间构建、师资建设与创客文化营造等方面提供启示,从而推动我国中小学创客教育的发展。Both maker education and STEM education appear to be the innovative and creative education to meet the development of the modern society, as well as have the same theoretical and realistic basis which are the theory of ＂learning by doing＂ and social participating. By analyzing the experience of educational objectives, curriculum setting, teacher training and academic evaluation in American K-12 STEM education, there are some enlightenments for maker education in Chinese primary and middle school such as detailing course objectives, establishing learning maker spaces, preparing teachers and creating maker culture, thus the development of maker education in China will be promoted.

关 键 词：STEM教育 中小学 创客教育 

分 类 号：G632.0[文化科学—教育学]