美国Tinker教育:源起、内涵、演进与价值意蕴——兼对我国STEM及创客教育的启示  

The Origin, Connotation, Development and Value Implication of Tinker Education in USA:Enlightenment to STEM and Maker Education in China

作　　者：周静[1] 潘洪建[2] Zhou Jing;Pan Hongjian(School of Journalism and Communication, Yangzhou University, Yangzhou Jiangsu 225009;School of Education Science, Yangzhou University, Yangzhou Jiangsu 225002)

机构地区：[1]扬州大学新闻与传媒学院,江苏扬州225009 [2]扬州大学教育科学学院,江苏扬州225002

出　　处：《远程教育杂志》2019年第1期53-61,共9页Journal of Distance Education

基　　金：国家社会科学基金"十三五"规划2016年度教育学一般课题"迈向科学实践:新世纪小学科学课程改革的国际比较研究"(项目编号:BHA160086);江苏省教育厅高校哲学社会科学研究项目"TPACK视域下信息技术与教育教学深度融合模式与策略研究"(项目编号:2017SJB1146)的研究成果

摘　　要：STEM教育是美国教育政策的重要议题。Tinker教育(Tinker Education)与创客教育(Maker Education)均是实现STEM教育的有效形式,二者之间既有内在关联又有所区别。国内对创客教育的理论与实践研究成果已十分丰富,但对Tinker教育的关注不足。基于此,从比较的视角,剖析了Tinker教育的本质内涵,梳理美国Tinkering理念的萌生及走进教育领域的发展演变,并以美国马萨诸塞州幼儿"Keep It Together——Make a Train"Tinkering活动的设计与实施为例,分析Tinker教育的开展过程,探析Tinker教育的价值目标、价值存在与价值理想等价值意蕴,以便为我国创新教育的研究与实践提供一些借鉴。STEM Education is an important issue in American education policy. Both Tinker Education and Maker Education are effective forms of STEM Education, there are inherent connections and differences between them. Domestic research on the theory and practice of Maker Education has been very rich, but the attention to Tinker Education is insufficient. From a comparative perspective, this paper analyzes the essential connotation of Tinker Education, combs the origin of Tinkering concept in the United States and its evolution into the field of education, takes the design and implementation of the "Keep It Together——Make a Train"Tinkering activity in Massachusetts as an example to analyze the implementation process of Tinker Education and explore its value implication, and hopes to provide some reference for the research and practice of Innovation Education in China.

关 键 词：Tinkering Tinker教育 创客教育 STEM 创新教育 

分 类 号：G420[文化科学—课程与教学论]