开放教育研究
開放教育研究
개방교육연구
OPEN EDUCATION RESEARCH
2015年
4期
35-43
,共9页
创客教育%创客空间%创客学习环境%O2 O
創客教育%創客空間%創客學習環境%O2 O
창객교육%창객공간%창객학습배경%O2 O
maker education%makerspace%maker learning Environment%O2 O
创客教育高速发展，学习者对高质量、无缝化创客教育项目学习体验有较高期望。创客空间是创客教育的主要学习环境，但现有实践中单一实体模式的创客空间不能完全满足学习者的期望。本文研究分析、梳理了创客空间的概念、历史脉络与发展现状，并对实践中的创客空间的结构与功能开展研究，提出教育创客空间包含“材料加工与手工制造”“设计与3D打印”“开源硬件设计与开发”三个结构域，存在“常态课程”“创客工作坊”“挑战赛”“体验营”四种学习活动范型的观点，还提出建立虚实融合的2.0升级版创客空间的建议，并最终基于O2O架构设计出虚实融合的2.0版创客空间，生成了空间结构模型与功能模型。本研究可以为创客教育实践者与理论研究者提供实践指导和理论参照。
創客教育高速髮展，學習者對高質量、無縫化創客教育項目學習體驗有較高期望。創客空間是創客教育的主要學習環境，但現有實踐中單一實體模式的創客空間不能完全滿足學習者的期望。本文研究分析、梳理瞭創客空間的概唸、歷史脈絡與髮展現狀，併對實踐中的創客空間的結構與功能開展研究，提齣教育創客空間包含“材料加工與手工製造”“設計與3D打印”“開源硬件設計與開髮”三箇結構域，存在“常態課程”“創客工作坊”“挑戰賽”“體驗營”四種學習活動範型的觀點，還提齣建立虛實融閤的2.0升級版創客空間的建議，併最終基于O2O架構設計齣虛實融閤的2.0版創客空間，生成瞭空間結構模型與功能模型。本研究可以為創客教育實踐者與理論研究者提供實踐指導和理論參照。
창객교육고속발전，학습자대고질량、무봉화창객교육항목학습체험유교고기망。창객공간시창객교육적주요학습배경，단현유실천중단일실체모식적창객공간불능완전만족학습자적기망。본문연구분석、소리료창객공간적개념、역사맥락여발전현상，병대실천중적창객공간적결구여공능개전연구，제출교육창객공간포함“재료가공여수공제조”“설계여3D타인”“개원경건설계여개발”삼개결구역，존재“상태과정”“창객공작방”“도전새”“체험영”사충학습활동범형적관점，환제출건립허실융합적2.0승급판창객공간적건의，병최종기우O2O가구설계출허실융합적2.0판창객공간，생성료공간결구모형여공능모형。본연구가이위창객교육실천자여이론연구자제공실천지도화이론삼조。
Under the impetus of various favorable environments, maker movement gained rapid development in the last couple of years. The micro-innovative products born in this movement let the masses realize the characteristics of this particular maker group. Thanks to the popularity of 3D printing and other manufacturing technologies, as well as ad-vances in open source hardware, open source software and other information technologies, more and more grass-roots were directly involved in the movement to break the monopoly of the elite for creation. They turned themselves into mak-er by turning highly technical creative challenges into real products. Makerspace plays an important role in this move-ment. Almost all of the projects are finished in Makerspace, and almost all of the products are born in Makerspace. Makerspace therefore has become one of the most important research objects for researchers. In the context of rapid de-velopment of ME ( maker education) , and with ME becoming the main learning environment, the current single-enti-ty model of Makerspace cannot meet the expectations of learners for high-quality and seamless experience in their ME projects. The study first reviewed the definition, history and development of makerspace based on a study of structure and function of makerspace, we revealed the existence of a three-structural domain, four-learning-activity paradigm in makerspace. The three structural domains include materials processing and handmade, design and 3D printing, open source hardware design and development, and the four learning activity paradigms include routine course, maker workshop, challenge game, and ExpoCamp. Then the study proposed to establish an upgraded 2. 0 version of mak-erspace with three kinds of benefits. Finally an O2O-based makerspace 2. 0 mixing both benefits of physical and vir-tual spaces was designed, and a spatial structure model and functional model of this Makerspace was established. The study can provide a practical guidance and theoretical reference to the ME practitioners and researchers.
