自造者教育在十二年國教校訂課程之發展模式：學校本位課程的觀點

The Development Model of Maker Education in the School Set Curriculum for the 12-Year Basic Education: Perspective of School-based Curriculum Development

因應全球「自造者運動」（Maker movement）的浪潮，教育部積極推動自造者教育，在各縣市設置自造者基地，鼓勵教師融入課程與教學。十二年國民基本教育將從108學年度開始實施，「校訂課程」由學校自行規劃辦理學校本位及特色課程，是自造者教育極佳的課程空間。本文首先探討臺灣自造者教育的推動沿革與成果，繼而說明自造者教育在十二年國教校訂課程的發展契機，然後從學校本位課程發展的觀點，提出自造者教育校訂課程的發展模式，包括組織課程發展團隊、分析學校情境與課程需求、發展課程願景與目標、設計校訂課程方案、理解與實施課程、持續評鑑修訂精進等六個步驟，做為第一線學校「由下而上」推動自造者教育的參考。

In response to the wave of Maker Movement worldwide, the Ministry of Education has actively promoted maker education, setting up local maker bases and encourage teachers to integrate it into curriculum and instruction. 12-year basic education will be implemented from the 2019th academic year. “School set curriculum” is developed by a school according to its needs and characteristics. Maker education is a perfect fit for this kind of curriculum. This article first explores the history and results of maker education in Taiwan, and then illustrates the opportunities of maker education development in 12-year school set curriculum. Next, the model of maker education development is proposed from the perspective of school-based curriculum development. This model includes the six steps: organizing the curriculum development team, analyzing the school’s context and curriculum requirements, developing the curriculum vision and objectives, designing the curriculum plan, underatanding and implementing the curriculum, as well as continuous evaluation and rolling modification. Hopefully, this article can provide the references of “bottom-up” maker education implementation for the schools.