中小学创客空间建设的路径分析 ——来自美国中小学实践的启示

On the Approach to School Makerspace Building —Inspirations from the USA

学校教育环境下高质量创客空间是一个整合了物质、技术、智力、社会化资源的教育空间，支持学生独立或协同完成创造过程实现基于创造的学习，是创客教育实施的基本载体。近年来，美国很多中小学积极推进创客空间的建设与应用，众多研究者与实践者对创客空间的设计与开发并未停留在工具与材料选购层面，而是回归到对创客空间本质功能的挖掘并分享了较多建设经验。该文借鉴美国中小学的实践经验，分析了中小学创客空间建设的基本路径：一是目标先行——以充分认识创客空间作为教育空间的本质、明晰创客空间指向培养学生创新思维与创造能力这一根本目标为起点；二是规划奠基——以遵循创建高质量教育空间的基本原则、明确创客空间的设计要素为基础；三是以人为本——以促进学生、教师及相关人员深度参与创客空间的建设与应用为关键；四是应用驱动——以精心设计的创客项目为牵引、以适切选用创客工具为重点推进创客空间的可续性发展。

A high-quality Makerspace is substantially an educational space for maker education， which integrates material， technical， intellectual and social resources to support students independently or collaboratively complete making processes for making-based learning. In the light of national maker movement， many schools in the United States actively initiate and advance the construction and application of various makerspace. More and more researchers and practitioners begin to share their own experiences in mining the essences of maker education and makerspace beyond focusing on the choice of tools and materials for making. Based on their experiences and the authors’ own understanding， this paper discusses the basic approach to school makerspaces building. First of all， as the starting point， it is significantly to recognize makerspaces as educational spaces and to clarify makerspaces’ functions for the cultivation of students’ innovative thinking and creative capacity. Secondly， as the basis， it is necessary to implement system design by following the basic principles for high-qualified educational space construction， and by identifying key design elements. Thirdly， as the key point， it is crucial to make the whole building process be human-centered by promoting the students， teachers and related people to be deeply involved in the construction and application of makerspaces. Finally， it is important to be application-driven with well-designed making projects and appropriately selected tools to promote makerspaces’ sustainable development.