创客课程开发模型设计及实践  

Design and Practice of Maker Curriculum Development Model

作　　者：万超[1,2] 魏来[1] 戴玉梅[2] 

机构地区：[1]东北师范大学计算机科学与信息技术学院,吉林长春130117 [2]沈阳大学师范学院辽宁沈阳,110044

出　　处：《开放教育研究》2017年第3期62-70,共9页Open Education Research

基　　金：2016年度全国教育信息技术研究青年课题“利用高校资源开展基础教育学校创客教育的实践研究”(166243175)

摘　　要：创客课程是落实创客教育的重要载体。当前,我国创客课程开发存在定位不明确、资源稀缺、师资不足、设计未体现跨学科等现实问题。因此,本文提出了创客课程的开发模型,试图在实践层面解决以上问题。该模型分三个层次:核心层、要素层、开发层;创客课程的开发沿着课程目标-课程内容-课程资源-教学策略-教学实施-课程评价的环状流程展开,创客空间、项目内容、网络资源、创客教师构成了创客课程的四大要素,最终致力于创新精神与创新能力的培养。在此开发模型下,本文以乐高WeDo2.0资源包为课程内容,开发一门16学时的小学五年级创客课程,以期为创客课程的开发与实施提供参考。The core competencies of Chinese students in the new era increasingly put the cultivation of innovation spirit and ability in an important position. Maker education and maker curriculum, as an important measure, also increasingly show their value in culturing learners＇ creative spirit. However, the current maker curriculum development encounters many practical problems, including unclear concept, scarce in resources, lack of teachers, lack of designs reflecting its interdisciplinary nature. This paper put forward a curriculum development model, which is divided into three layers ： the core layer, the elements layer, and the development layer. The core layer contains cultivation of inno- vation spirit and ability; the elements layer contains maker-space, project, internet resources, maker teachers; and the development layer contains goals, contents, resources, strategies, implementation, and evaluation. Under this model, we developed a course of 16 class hours for primary school 5th-grade students based on Lego WeDo2. 0 resource package, in order to provide a reference for the maker curriculum development and implementation.

关 键 词：创客教育 创客课程 开发模型 

分 类 号：G423[文化科学—课程与教学论]