创客教育究竟是什么——从政策文本、学术观点到狭义创客教育定义

Maker Education: From Policy Documents,Academic Views to Narrow Definition

创客运动蔚然成风,创客教育方兴未艾。整体而言,当前创客教育研究与实践的视野还不够深入,存在理论根基不稳、实践经验不足的问题,究其缘由,与人们对创客教育的内涵尚未形成共识有较大关系。对一个新概念的厘清,首先要建立在既有代表性观点的基础之上。以此为背景,文章采用文献分析法,首先从政策文件和专家学者对创客教育的界定出发,总结出"教育模式论""教育类型论""教育理念论"和"教育课程论"四种具有代表性的观点。然后,结合创客教育的价值维、结果维、方法维三个分类维度,提出了创客教育的三种分类,并给出了狭义创客教育的概念界定,试图为创客教育从幼稚走向成熟、从狭义定位走向更为宽广的未来奠定基础。

With the development of maker movement, maker education has become a hot issue in education. On the whole, the current research and practice of maker education is not profound yet with its unstable theoretical foundation and insufficient practical experience, for people have not reached a consensus on the connotation of maker education. As for the clarification of a new concept, it is necessary to understand its existing representative views. This paper starts from the definitions of maker education made by policy documents and experts, and then summarizes four representative viewpoints through literature review, namely maker education as a new education model, maker education as a new education type, maker education as a new education concept, and maker education as a new education curriculum. Then, this paper proposes three classifications of maker education from three dimensions, namely value, result and method. Finally, a definition of maker education in the narrow sense is put forward, aiming to lay a solid foundation for the mature and broader future of maker education.