全视角学习视野下的学校创客活动设计

The Design of Maker Activities in Schools from the Perspective of Whole-View Learning

创客活动的选择与设计是创客教育实施过程中的关键步骤。当前学校创客活动设计与实施还存在偏重机械学习、知识迁移薄弱、忽视需求分析、缺乏导师指导等问题,亟需形成科学系统的创客活动设计框架。创客学习没有固定的学习内容和形式,也没有固定的学习时间和空间,本质上是一种学习主体持久性的能力改变的过程,是一种全视角学习。全视角学习认为所有学习都包括"互动与获得"两个过程以及"内容、动机、互动"三个维度。按照全视角学习构建的学校创客活动,内容维度需要考虑各知识间的有效性连接以及学生系统性思维的培养;动机维度应注重学生的迁移应用能力与实际问题的解决能力;互动维度则强调创设真实的学习环境和构建高效的学习共同体,最终以学生的横向心智获得与纵向深度互动为过程开发相应的创客活动。创客活动的设计对多种能力的培养不存在明显分类。学校创客活动实施时需明确创客学习需求、注重真实情景创设、优化反馈与评价、重设教师的角色定位。

The selection and design of maker activities is the key step in the implementation of maker education.At present,there are still some problems in the design and implementation of maker activities in schools,such as the emphasis on mechanical learning,the weak knowledge transfer,the neglect of demand analysis and the lack of guidance from tutors,etc.Therefore,it is urgent to form a scientific and systematic framework of maker activities design.Maker learning has no fixed learning content and form,nor fixed learning time and space.It is essentially a process of the change of learning subject’s persistent ability and a kind of full view learning.The full view learning believes that all learning includes the two processes of“interaction and acquisition”and the three dimensions of“content,motivation and interaction”.During the construction of the school maker activities based on the full view learning,in terms of the content dimension,the effectiveness of the connection between the knowledge and the cultivation of the students’systematic thinking should be considered;in terms of the dimension of motivation,students’ability of transfer and application and the ability of solving practical problems should be attached importance to;in terms of the interactive dimension,the creation of a real learning environment and the construction of efficient learning community should be emphasized,and finally to develop corresponding maker activities through the process of students’horizontal mental acquisition and vertical deep interaction.There is no obvious classification for the cultivation of multiple abilities in the design of maker activity.When the school’s maker activities are implemented,it is necessary to make clear the learning needs of the maker,pay attention to the creation of the real situation,optimize feedback and evaluation,and reset the role of teachers.