传承、融合与创新——创客教师培养体系构建与实践  

Inheritance,Integration and Innovation——Construction and Practice of Hacker Teacher Training System

作　　者：昝辉[1] 王梦迪 潘蕾[1] ZAN Hui;WANG Mengdi;PAN Lei(Experimental Teaching Center for Liberal Arts,Zhejiang Normal University,Jinhua 321004,Zhejiang,China;College of Teacher Education,Zhejiang Normal University,Jinhua 321004,Zhejiang,China)

机构地区：[1]浙江师范大学文科实验教学中心,浙江金华321004 [2]浙江师范大学教师教育学院,浙江金华321004

出　　处：《实验室研究与探索》2022年第6期236-240,共5页Research and Exploration In Laboratory

基　　金：浙江省教育厅科研项目(Y202148039);2020年浙江省高等教育学会实验室工作研究项目(ZB202003)。

摘　　要：创客教育以实践创造学习,以培养创新人才为目标已成为共识,创客教育首先要培养创客教师。针对目前创客教师培养内容单薄、空间受限、目标不明的问题,以浙江师范大学国家级文科综合实验教学中心创客教师培养为例,从创客教师培养课程群构建、创客空间功能设计和教学模式改革3个方面阐释了在创客教师培养体系方面的改革举措。近两年选修课程人数、课程评价情况的分析表明,该培养模式和目标卓有成效,深得学生认可。It has become a consensus that maker education creates learning through practice and trains innovative talents.Maker teacher is the initial start of maker education.To overcome the problems of thin content,limited space,and unclear goal in maker teacher training.This paper takes the training of maker teachers in the National Liberal Arts Comprehensive Experimental Teaching Center of Zhejiang Normal University as an example.It explains the reform measures in hacker teacher training system from three aspects,i.e.,the construction of maker teacher training curriculum group,the functional design of maker space module and the reform of teaching mode.The number of elective courses and course evaluation data in recent two years show that the training mode and goal are effective and deeply recognized by students,which can provide reference for maker talent training and maker space design in other colleges and universities.

关 键 词：文科综合实验教学 创客教师 创客教育 培养体系 

分 类 号：G642.0[文化科学—高等教育学]