基于“创客空间”的创客教育推进策略与实践——以“智创空间”开展中小学创客教育为例

The Propulsive Strategy and Practice of Maker Space Based Maker Education: A Case Study on the Implementation of K12 Maker Education in ZC Space

在互联网+时代背景下，创客运动席卷全球，各种创客空间如雨后春笋，创客教育也逐渐步入中小学 校。在创客教育的推进过程中，需要依托创客空间、创客文化、创客教师、创客课程、创客学习、创客资源和创 客环境等进行相互融合与协同发展。该文基于“智创空间”开展创客教育实践，提出了以智能机器人设计制作、 3D打印技术应用和Scratch与机器人融合的创客教育“三剑客”，构建了“ZC Space创客教育模型”，引入了“微 课导学”教学模式，探索了中小学创客教育的推进策略，通过面向教师开展创客教育继续教育课程、面向学生开 展创客教育体验活动课程和面向家长开展创客教育亲子活动课程等方式，让创客们通过玩中做、做中学、学中 做、做中创，践行“实践、创新、协作和分享”的创客精神，依托“智创空间”，集众人智、汇创客流、搭分享 台、结创新果，为中小学创客教育和STEAM教育开启创新之门。

In the current “Internet Plus” era， “Maker” have become an internet hot word. With the tide of Maker Movement sweeping the globe， the Maker Spaces gradually built all over the world， as well as the development of Maker Education in K12. The advancing process of Maker Education needs mutual mergence and coordination between Maker Spaces， Maker Culture， Maker Teacher， Maker Course， Maker Learning， Maker Resources， Maker Environment， etc. Based on the practical experience of Maker Education in ZC Space， this paper presented the “Three Musketeers” of Maker Education that included intelligence robot making， application of 3D printing technology and the convergence between Scratch and robot， structuring the “ZC Space's Maker Education Model”， introducing the “Micro-lecture-Guided Learning” Instructional Mode and exploring the propulsive strategy of Maker Education in K12. Through implementing continuing Maker Education Courses for the teachers， experiencing Maker Activity Courses for the students， and parenting Maker Activity Courses for the parents， all the Makers can participate in the activity with play-in-make， make-in-learn， learn-in-make， make-in-create experience and feel the spirit of practice， innovation， collaboration， and sharing. Based collecting people intelligence， gathering Maker flow， building sharing platform and gaining creative achievement， ZC Space opens the door to innovation for K12 Maker Education and STEAM Education.