摘要
由于忽视学科整合设计和实践模式创新,学校创客教育日益显现出泡沫化与空心化倾向。设计型学习以"设计"作为学习中介,学习者基于复杂的真实性问题,通过"设计"过程创造学习制品以达成明确的学习目标,对于创客教育具有独特的创新性和适切性。该文通过整合双循环探究模型,建构了创客教育的设计型学习流程,凸显了学习与设计的迭代循环,突出了创客教育的"复杂性"和"探究性",并结合国内外案例分析,进一步阐述了学科创客教育中设计型学习的实现路径,以推动创客教育与日常学科教学深度融合,为学校创客教育实践提供了一种具体操作模型。
Maker Education has increasingly shown the tendency of foam and hollow because of neglect of practice model innovation and integration discipline design.Based on complex questions of authenticity,design based learning make ＂design＂ as a learning intermediary.In this learning model,the learner can create learning products to achieve specific learning goals through the process of ＂design＂,which creates a unique innovation and relevance on maker education in schools.By integrating the model of double cycle inquiry in design based learning,this study built the process of design based learning in maker education,which highlights the iterative loop of learning and design,as same as the ＂complexity＂ and ＂inquiry＂ of maker project; At the same time this paper expounds the paths of design based learning in maker education by cases analysis.This study can promote the depth fusion of maker education and daily discipline teaching,and provides a specific operation model for school maker education.
出处
《中国电化教育》
CSSCI
北大核心
2016年第11期18-22,共5页
China Educational Technology
基金
浙江省高等教育课堂教学改革研究项目"基于支架理论的IEPR循环型课堂教学模式创新与实践"(项目编号:kg2013376)研究成果
关键词
设计型学习
创客教育
双循环探究模型
Design-based Learning
Maker Education
Double Cycle Inquiry Model
