面向智能时代“4C能力”培养的创客课程设计与开发——基于STEAM理念的实施路径  

Design and Development of the Maker Course for the “4C Ability” Training in the Intelligent Era:Implementation Path based on STEAM Concept

作　　者：赵慧勤[1] 王兆雪 张天云[1] Zhao Huiqin;Wang Zhaoxue;Zhang Tianyun(College of Education Science and Technology, Datong University of Shanxi, Datong Shanxi 037009;College of Information Science and Technology, Northeast Normal University, Changchun Jilin 130117)

机构地区：[1]山西大同大学教育科学与技术学院,山西大同037009 [2]东北师范大学信息科学与技术学院,吉林长春130117

出　　处：《远程教育杂志》2019年第1期104-112,共9页Journal of Distance Education

基　　金：2017年度全国教育科学规划教育部重点课题"以核心素养培养为纽带的一体化的馆校合作学习活动研究"(项目编号:DCA170301)的研究成果之一

摘　　要：在智能时代,教育的本质已经由简单的知识传递转向多元化能力的培养,"4C能力"(Critical Thinking,Communication,Collaboration,Creativity),即批判性思维、沟通能力、协作能力、创新创造能力,作为21世纪学生必备的四项能力,为培养未来社会发展所需人才指明了方向。创客教育的内涵与"4C能力"的培养要求不谋而合,成为智能时代"4C能力"培养的重要教育载体。创客课程作为实施创客教育的载体,其设计与开发要借鉴STEAM教育跨学科的理念,引入跨界思维:以跨界知识为主要内容构建主题式课程,实现多学科深度融合,注重批判性思维能力的培养;以群体跨界组织小组合作的形式开展课程活动,实现跨界知识的获取,注重沟通协作能力的培养;以时空跨界为课程实施环境,构建开放式创客空间,提供跨界知识产生的土壤,注重创新创造能力的培养;以多元化的产出为目标进行学习效果评价,注重综合能力的培养。研究表明,基于STEAM理念构建的面向"4C能力"培养的创客课程,是培养智能时代所需人才的有效途径。这也为创客课程的设计与开发,提供了新的思路。In the intelligent era, the essence of education has changed from simple knowledge transfer to the cultivation of diversified abilities. "4C ability" named Critical Thinking, Communication, Collaboration and Creativity are the four essential abilities of students in the 21 st century, which points out the direction for training talents needed for future social development. The con-notation of maker education coincides with the requirement of "4C ability", and it has become an important educational mode of "4C ability" training in the intelligent era. As the carrier for the implemention of maker education, the design and development of the maker course draws on interdisciplinary concept of STEAM education. The cross-border thinking is introduced in this paper. The theme-based course is constructed with the cross-border knowledge as main content of course to realize the deep integration of multidisciplinary and cultivate the critical thinking ability. The curriculum activity is carried out in the form of group cooperation with the cross-border group to acquire cross-border knowledge and cultivate the communication and collaboration abilities. The open maker space is constructed with the cross-border time and space as the environment of curriculum implementation to provide condition for cross-border knowledge generation and cultivate the creativity ability. The evaluation of learning effects is carried out with the goal of diversified output to cultivate comprehensive ability of student. The research shows that the maker course based on STEAM concept for "4C ability" training is an effective way to cultivate the talents needed in the intelligent era. The new ideas and methods are pro-vided for the design and development of the maker course in this paper.

关 键 词：4C能力 STEAM教育 创客教育 创客课程 跨界思维 跨界知识 

分 类 号：G420[文化科学—课程与教学论]