美国中小学创客教育特点及对我国的启示

The Characteristics and Enlightenment of Maker Education in American Primary and Secondary Schools

为借鉴国外成功经验进一步促进我国中小学创客教育健康发展,通过文献梳理和案例研究对美国中小学创客教育的资金来源、理念基础、教育目的、教育对象、课程体系等六个维度进行了较系统的分析。研究发现:美国中小学创客教育的资金来源多样化,理念来源具有深厚的社会基础,教育目的与以往教育法案相互呼应,教育对象面向所有学生,但无意识地忽视了女生的地位及发展,课程体系中课程目标关注日常创造力的培养,课程评价集中在对学生的评价。结合我国实际,建议我国中小学创客教育应建立多渠道的资金来源体系,厘清创客教育的本质特征,教育目的应强调个人本位和社会本位的统一,课程体系方面应建立分层级的课程目标并建立关于创客教师、创客学生、创客课程等的专业评价标准。

The United States is the earliest country to build the maker space and introduce them into basic education. Through literature analysis and case analysis, it is found that the sources of funds for maker education in primary and secondary schools in the United States are diversified, and the sources of maker’s concept have a profound social foundation. The purpose of education corresponds to the previous education laws. The object of education is for all students, but the status and development of girls is unconsciously neglected. In the curriculum system, the curriculum objectives focus on the cultivation of daily creativity, and the curriculum evaluation is mainly student evaluation. In view of this, our country’s primary and secondary school maker education should establish a multi-channel source system of funds, clarify the essence characteristics of maker education, emphasize the unity of individual-based and social-based education objectives, establish hierarchical curriculum objectives,and establish professional evaluation standards for maker teachers, students and courses.