校园创客教育生态系统的要素及构建研究

Research on Key Components of Maker Education and Its Ecological Construction on Campus

始于美国的创客运动在传统"工匠精神"和现代制造技术的助力下,日益成为改变全球经济增长模式的重要因素,也成为全社会,尤其是教育领域的变革性力量。在"大众创业、万众创新"的国家战略规划、创新创业教育政策指引以及创客运动的启发和影响下,旨在改变传统人才培养模式的创客教育应运而生,其理念和实践成为当前政府机构、企业组织和高等教育机构培育改变经济增长模式、创新企业发展和培养创新创业人才的关键。然而,学术界迄今鲜有对校园创客教育生态系统构建进行描述和研究,为此,从校园创客的界定、创客教育教师的培养、创客教育课程和校园创客空间建设等校园创客教育生态系统构成要素的角度,建构了以学生创客教育为中心、校园创客空间建设为基础、创客教育教师和创客教育课程为两翼的校园创客教育生态系统,以促进国内创客教育研究和实践的发展。

Enhanced by craftsmanship and advanced manufacturing technologies, maker movement, starting in America less than a decade ago, has become a critical force in transforming global economic growth pattern and educational transformation. In the mean time, driven by the national strategy of＂Mass Entrepreneurship and Innovation＂, the national policies on entrepreneurial educa- tion, maker education, inspired by maker movement, has come into existence and been accepted as significant force in reshaping eco- nomic development model, innovating business growth patterns and developing innovative and entrepreneurial students by govern- ments, enterprises and educational institutions. As such, maker space funded by governments, businesses and schools have been con- structed, and become the hubs for holding maker activities, brewing new economies and practicing maker education. However, the construction of sustainable ecological campus maker education system has rarely been studied and proposed academically. With this in context, the paper makes a literature review of available academic papers, magazine and newspaper articles, and blogs to track the conceptualizations and developments of maker education, different definitions of makers, training of maker teachers, maker courses and building of campus maker space to demonstrate the status quo of maker education and discuss its future developments. In addi- tion, to spread maker education in a practical and sustainable way, the paper attempts to propose anecological system of applying maker education from the perspectives of building campus maker space, training maker teachers, developing maker courses and stu- dent makers. In the final analysis, the paper makes a description of problems and challenges encountered in carrying out maker edu- cation to elicit more researches on it and prompt its development on campus in the future.