创客教育的缘起、启示及实践路径  

The Origin,Enlightenment and Practical Approaches of Maker Education

作　　者：赵晓声[1] Zhao Xiaosheng(School of Education, Shanxi Normal University, Xi＇an,Shanxi 710062)

机构地区：[1]陕西师范大学教育学院,西安710062

出　　处：《高等继续教育学报》2016年第6期68-72,共5页Journal of Continuing Higher Education

基　　金：陕西省2015~2016年度基础教育重大招标课题"陕西省教育信息化‘三通两平台’建设和应用现状;问题及对策研究"(立项号:ZDKT1514);全国教育技术研究"十二五"规划2015年度重点课题"基于TPACK模型的微课资源建设与应用研究"(立项号:156222350)的阶段性成果

摘　　要：创客的核心理念是基于兴趣的创新或创造。创客教育实现了创造与学习一体化,在内在逻辑上与创新教育高度一致,即"兴趣—思维—技能—人格(文化)"。创客教育为优化创新人才培养体系提供了可见和可行的"操作系统",其作用路径是首先推动教育创新,让学校成为有创新活力的场所,进而向全社会辐射创新氛围,逐步实现社会创新。推动我国创客教育,需要厘清国家、学校、社会等各层面责任,加快形成制度化安排,促进创客教育与学校对接、与社会融合,成为贯通各级各类学校的新型教育形态和有效的创新载体,催生和培育创新文化。The core idea of Maker is interest-based innovation or creation. Maker education realizes the integration of learning and creation, which is highly consistent with creative education in internal logic, that is, interests-thinking-skills-personality （culture）. Maker education provides a visible and operational ＂operation system＂ that could be helpful for optimizing the system of fostering innovative talents. First, Maker education can advance educational innovation, which could help change schools into places of inno- vation. Then it spreads innovative atmosphere to the whole society and thus gradually promotes social inno- vation. Ultimately, Maker education will put profound impacts on the social culture and make innovation a distinguish feature of our country. In order to advance the Maker education in China, the top priorities are 1） to clarify the responsibilities of the state, the schools and the society, 2）to quickly establish institutional arrangements to promote the adaption of Maker education in schools and its integration with society. As a con- sequence, Maker education will then become a new form of education and an effective media of innovation at all levels and kinds of schools, and will breed and foster innovative culture in the society at the same time.

关 键 词：创客 创新 教育信息化 创客教育 教育创新 社会创新 

分 类 号：G434[文化科学—教育学]