网络空间支持的中小学创客教学模式研究

Research on Cyberspace-supported Maker Teaching Model in Primary and Secondary School

以创新型人才培养为目标的创客教育受到社会的广泛关注,网络空间作为一种个性化学习环境,为中小学创客教学提供了有效的支持。本研究采用文献研究和基于设计的研究方法,对创新教育、项目化学习、设计型学习理论进行研究,并分析得出创客作品的创作过程包括"创意构思(Thinking)""迭代设计(Designing)""作品制作(Creating)"和"发布分享(Sharing)"等四个环节,在此基础上提出以"TDCS"为核心环节的中小学创客教学"七步"流程;并通过分析网络空间支持创客教学的功能与作用,结合两轮教学实施,构建并完善了网络空间支持的中小学创客教学模式(即CMT模式),该模式体现了中小学创客教学的具体流程以及网络空间对各个环节的支持作用;与此同时,本研究构建了该模式的效果评价指标体系并加以应用,该评价指标体系从创客作品和学生的创新能力这两个角度对CMT模式的教学效果进行评价,具体包括创客作品、创新意识、创新思维和创新技能等四个一级指标。

Maker education, which aims at cultivating innovative talents, attracts widespread attention in society. While cyberspace, as a personalized learning environment, can be used to support maker teaching in primary and secondary schools effectively. With literature research and design-based researchmethodology, the innovative pedagogy, project-based learning and learning-by-design theory and a four-step process of the creation of Maker works is figured out： thinking, designing, sharing. Then a seven-step maker teaching process centering on ＂TDCS＂ is proposed are analyzed, creating and Besides, a cyberspace-supported maker teaching model in primary and secondary school （CMT model） is developed based on the analysis of the functions of cyberspace-supported maker teaching. The model represents the specific process of maker teaching in primary and secondary schools, and the supporting of cyberspace. An evaluation system is constructed and applied to examine the teaching effectiveness of the model from maker works and students＂ innovative competency, including four first-level indicators specifically： maker works, innovative awareness, innovative thinking, and innovative skills.