创客教育的课程观

Curriculum Perspective of Maker Education

当前，创客教育的实践探索正如火如荼地开展，教育部也提出要积极探索创客教育模式，但要想真正让创客教育在基础教育中落地生根并惠及全体学生，创客教育课程化则是必由之路。因此，该文在课程视野下讨论创客教育的目标价值、理念定位、学习方式、课程模式等基本问题，认为创客教育呼应了人的发展和社会发展的双重需要，是基于数字技术的“构造主义”教育实践；创客课程应以培养学生“通过设计制造以解决问题”的核心素养为目标，定位于融合各学科的工程类综合实践活动课程；其课程内容不具有严格的学科规定性，而是随着创客实践活动的展开呈现出“生成性”特征；基于设计的学习是创客课程的基本学习方式。创客课程应围绕“经验单元”进行课程设计，适宜采用表现性评价作为课程评价方式。

At present， the practical exploration of maker education is carried out in full swing. The ministry of education also proposed to actively explore the maker education mode. However， the maker education course is the only way leading to maker education to take root in elementary education and benefit all students. Therefore ，this paper discusses the curriculum value， concept orientation， learning style， curriculum mode and so on some basic problems of maker education， it argues that maker education is the Constructionism educational practice based on digital technology that echoes the dual needs of human and social development. Maker curriculum is positioned as the engineering integrative practical activity curriculum to fuse various disciplines， and it should be to cultivate students’ key competences of solving problems by designing and manufacturing as targets. The course contents have no strict discipline stipulation， but to show a generative feature along with the maker practical activities. Designing based learning is the basic learning style of maker courses. Maker course should focus on experience unit to design curriculum， and it is appropriate to adopt performance assessment as course evaluation methods.