中小學自造者教育的推動與實踐

The Implementation of Maker Education in Elementary and Junior Highschool

本文主要描述國民中小學自造者教育的推動策略，先是從科技的本質定義導入，接著論述自造者教育的意義與課程實施，並剖析自造者教育與十二年國教課綱的核心素養與科技領域課程的關聯，同時亦提出四個結合課綱課程的推動策略。四個策略分別為各校建置共1,385間科技教室、各縣市建置共100間自造教育及科技中心、補助偏鄉學校聘請相關科技人力師資協助科技領域教學，以及提供縣市辦理科技教育學習活動的經費補助。透過系統化的補助與場域建置，並結合科技領域課綱的課程推動，讓中小學自造者教育有實踐的機會與場域。

The purpose of this paper is to describe the implementation of maker education in junior high and elementary school in Taiwan. The paper first illustrated the definition of the nature of technology, the meaning of maker education and then its course implementation. Besides, it further analyzed the relationship among maker education, Core Competencies in Grade 1-12 National Basic Education Curriculum Guideline and technology curriculum. Four implementation strategies are developed by K-12 Education Administration, Ministry of Education. These strategies include establishing 1,385 Living Technology Education Labs in Junior high school, initiating 100 Maker Education and Technology Centers in each city, county and municipality, offering funding for rural schools to hire technology experts for technology courses, and supporting funding for each city, county and municipality to host technology education learning activities. With systematic funding support, hub establishment and integration into technology curriculum, maker education gains its opportunities and places to be implemented.