摘要
近年来,创客教育和项目化学习一直是教育领域关注的热词,两者在实践目的、活动路径、辅助手段等方面都有相似之处,因此可以将项目化学习的思想融入创客教育中去。通过分析课程的设计思路、目标定位、实施规划、框架内容等,最终确定了以“绿色生长+”为主题的创客课程,将“制作个性智能花架”的大项目拆分为独立且关联的四个小项目:创意陶艺、植物养护、花架制作、开源搭建。在课程实践中,可以从创新学科融合,实现系统整合;依托双师课堂,增加作品生成;通过小组合作,助力思维碰撞;借助评价展示,形成创客文化等维度进行思考。
In recent years,maker education and project learning are always the hot words focused by the educational field.Both have similarities in aspects like practical purposes,activity paths,auxiliary means.So,we can integrate project learning into maker education.Through the analysis of courses’design thinking,target location,implementary plan,and framework contents,we finally confirm the maker course with the theme of“green growth+”,and divide the big project of“making personalized intelligent flower frame”into four independent and correlative small project:creative pottery,plant maintenance,flower frame production,open-source construction.In the course practice,we can conduct thinking from dimensions like realizing systematic integration by creating discipline integration,increasing work generation depending on double-teacher classroom,assisting collision of thoughts by group cooperation,and forming maker culture by evaluation presentation.
作者
孟杰
孙田琳子
沈晨
MENG Jie;SUN Tianlinzi;SHEN Chen(Yikang Street Branch School of Xincheng Juniior High School,High School Affiliated to Nanjing Normal University,Nanjing,Jiangsu,China 210017;School of Educational Science and Technology,Nanjing University of Posts and Telecommunications,Nanjing,Jiangsu,China 210023;School of Education and Science,Nanjing Normal University,Nanjing,Jiangsu,China 210097)
出处
《数字教育》
2021年第6期85-92,共8页
Digital Education
基金
2018年南京市教育科学研究“十三五”规划课题“基于初中信息技术项目化学习的创造性思维研究”(L/2018/273)。
关键词
创客教育
项目化学习
课程设计
小组合作
学科融合
maker education
project learning
course design
group cooperation
discipline integration
