摘要
知识经济时代,国际竞争归根到底是人才的竞争。STEM教育与创客教育同为培养创新人才的有效途径,无疑具有密切的联系。该文首先从创客教育与STEM教育共同的"做中学"的理论基础与社会共同参与的现实基础出发,对二者的异同进行比较,然后借鉴美国K-12阶段STEM教育目标、课程设置、师资培养与教育评价的改革发展经验,并以此为线索探讨我国中小学创客教育的发展方向;最后结合美国K-12阶段STEM教育的经验,分析其对我国处在探索阶段的创客教育在课程目标细化、创客学习空间构建、师资建设与创客文化营造等方面的启示,以积极构建适合我国国情的中小学创客教育体系。
In the era of knowledge economy, international competition is the competition of talents in the end. Both maker education and STEM education are effective ways to cultivate innovative talents, and they are closely related to each other. Firstly, the article analyzes their same theoretical and realistic bases which are the theory of ＂learning by doing＂ and social participating, as well as compares the similarities and differences of them. And then, by analyzing the reform and development experience of educational objectives, curriculum setting, teacher training and academic evaluation in American K-12 STEM education, the article discuss the development direction of maker education in Chinese primary and middle schools. Finally, inspired by American K-12 STEM education, the article suggests some enlightenments for maker education in Chinese primary and middle schools such as detailing course objectives, establishing maker learning spaces, cultivating teachers and creating maker culture, thus to establish the system of maker education which are suitable for China＇s national conditions.
出处
《中国电化教育》
CSSCI
北大核心
2017年第2期42-46,81,共6页
China Educational Technology
基金
湖北省高校人文社会科学重点研究基地--大学生发展与创新教育研究中心科研开放基金项目“创新驱动发展战略下科技创业型人才培养模式研究”(项目编号:DXS20160001)
2015年度中国学位与研究生教育学会立项资助课题“培养研究生创业核心竞争力研究”(项目编号:2015Y0503)阶段性成果
关键词
STEM教育
创客教育
启示
STEM Education
Maker Education
Enlightenments
