摘要
在大众印象中,创客行动近来获得了诸多关注。创客文化已经变成一种表达创新和共同发展的方式,这一热潮导致全美(全世界)大量创客空间的出现。广义上,创客行动指越来越多的人在日常生活中参与到人工制品的创造性制作中,并通过实体或数字的讨论空间与他人分享创造过程和创造性产品。进步主义教育者和研究者关于创造在学习中的角色已经讨论了数十年。建构主义是一种支持将创客行动聚焦于问题解决以及数字化和实物制造的学习理论。在正式和非正式学习空间中使用具体工具和程序是派珀特建构主义的实例化。在教育的大背景下,创客行动的影响得到空间和地域的极大拓展。创客行动跨越了正式学习和非正式学习的鸿沟,创建了一个在研究和实践上理解学习和学校教育两个相关却独立概念的机会。但是,高等教育中对于学习空间和非正式学习情境的重构面临着一些不可回避的问题。创客行动必将遭遇一系列结构化的挑战,包括访问、规模和人员配备的问题。对于那些深深投入创客行动的人来说,最大恐慌是将创造制度化——这将阻止创新、发明及企业精神的出现。只有不把创造的定义局限于一系列帮助提升正规学校教育知识的活动,创造的民主化才能实现。
The maker movement has garnered a lot of recent attention in the popular imagination. It refers broadly to the growing number of people who are engaged in the creative production of artifacts in their daily lives and who find physical and digital forums to share their processes and products with others. Maker culture now has become a way to express creative and communal drive, and this excitement has led to an explosion of Makerspaces around the United States (and the world) across a range of instructional environments. The theory of learning that undergirds the maker movement's focus on problem solving and digital and physical fabrication is constructionism. Specific tools and programs that have been used in both formal and informal learning spaces are instantiations of Papert's constructionism. The influence of the maker movement can be seen across a broad range of spaces and places under the education umbrella. The maker movement stretches across the formal/informal instructional divide, creating an opportunity in research and in practice to understand learning and schooling as related but independent concepts. The trend of remaking learning spaces in higher education and informal learning settings has generated inevitable questions in the formal context. To be sure, it will run up against a range of structural challenges, including questions of access, scale, and staffing. Perhaps the greatest fear on the part of those deeply invested in the maker movement is that attempts to institutionalize making-will quash the emergence, creativity, innovation, and entrepreneurial spirit that are hallmarks of the "maker revolution". However, democratization may only be accomplished if we move beyond conceptualizing making exclusively as a series of activities that can help improve K-12 students' formal schooling knowledge.
出处
《现代远程教育研究》
CSSCI
2015年第3期3-8,52,共7页
Modern Distance Education Research
基金
江苏省高校青蓝工程项目(苏教师〔2012〕16号)
江苏省现代教育技术研究2014课题“新媒体语境下高校课堂创新教学模式研究”(2014-R-33444)
关键词
创客教育
创客行动
创客空间
理论根源
教育影响
Maker Education
Maker Movement
Makerspace
Theoretical Roots
Educational Impacts
