CAJ | 학술논문

近年，技术的快速发展、制造材料的不断丰富及应用成本的逐渐降低，为人们自己动手设计、制作与创造产品提供了更多可能，也推动了美国“创客行动”的兴起与发展。自2013年以来，美国越来越多的中小学开始加入“创客行动”，实施“创客教育”，将“基于创造的学习（ Learning by Making）”视作学生真正需要的学习方式。本研究通过对美国中小学实施创客教育的理论研究成果及实践案例的分析，旨在对美国中小学创客教育的内涵、特征与实施路径进行梳理与总结。研究表明：美国中小学“创客教育”认为“基于创造的学习”是人类最基本的学习方式，创造是学习的途径，创造的产品即学习成果；全人发展是创客教育的根本目标，主要通过学生全身心投入到独立或协同创造进程得以实现；技术支持对于创客教育不可或缺，同时技术产品又可成为创造的目标指向。教育目标、情境及资源的整合性，学习过程与教学方式的开放性，教育过程的专业化是美国中小学创客教育的三大关键特征。此外，美国中小学创客教育的实施主要依托于精心设计的创客项目，教师对学生创造过程的专业化指导，以及来自政策、资金、人力、物力等多维度的支持。
근년，기술적쾌속발전、제조재료적불단봉부급응용성본적축점강저，위인문자기동수설계、제작여창조산품제공료경다가능，야추동료미국“창객행동”적흥기여발전。자2013년이래，미국월래월다적중소학개시가입“창객행동”，실시“창객교육”，장“기우창조적학습（ Learning by Making）”시작학생진정수요적학습방식。본연구통과대미국중소학실시창객교육적이론연구성과급실천안례적분석，지재대미국중소학창객교육적내함、특정여실시로경진행소리여총결。연구표명：미국중소학“창객교육”인위“기우창조적학습”시인류최기본적학습방식，창조시학습적도경，창조적산품즉학습성과；전인발전시창객교육적근본목표，주요통과학생전신심투입도독립혹협동창조진정득이실현；기술지지대우창객교육불가혹결，동시기술산품우가성위창조적목표지향。교육목표、정경급자원적정합성，학습과정여교학방식적개방성，교육과정적전업화시미국중소학창객교육적삼대관건특정。차외，미국중소학창객교육적실시주요의탁우정심설계적창객항목，교사대학생창조과정적전업화지도，이급래자정책、자금、인력、물력등다유도적지지。
Involvement in the creation process is the most fundamental method for human beings to feel, perceive and discover the world. With the development of multiple technologies, the enrichment of various materials for creating, and the inducement of the cost for the access to these technologies and materials, such as 3D printing technology and materials, it is possible for more and more people to independently or collaboratively design, make and create their own original artifacts and products. In recent years,‘Making Movement’ is widely advocated and promoted in many fields in the United States, which is recognized as a significant path to recognize and explore human beings’ potentials for making and improving the real world. Since 2013, more and more American K-12 schools began to take part in‘Making Movement ’ and initiated ‘Maker Education ’ , which is substantially focused on the development of students’ creative attitudes and abilities. Based on literature review and case study, this research discusses the connotation, characteristics and implemen-tation approaches of Maker Education in K-12 schools in the USA. Within the context of Maker Education,‘Learn-ing by Making’ is regarded as the most primary approach of human learning, while making is highlighted as the most important path to learning, and the created products are perceived as learning achievements. Whole-person de-velopment is the final goal of Maker Education which is mainly based on students’ deep engagement in independent or collaborative making processes, and is aimed at the whole development of students from multiple aspects, like social development, knowledge enhancement, skill improvement, etc. Technologies not only are indispensable supports for making, but also can turn to be the products of making. Maker Education includes three key characteristics：integra-tion of educational objectives, contexts and resources, open in learning processes and teaching methods, and profes-sional strategies and skills in implementation. The implementation of Maker Education fundamentally depends on well-designed making projects, teachers ’ professional instructions and all-around support from policy, financial, human and material resources dimensions. Maker Education provides an innovative viewpoint for educators to rethink the es-sence, needs and methods of effective education. In the light of Maker Education, involvement in a real creation con-text and engagement in a real creation task are indispensable to effective learning. Correspondingly, in modern schools, it is necessary to introduce and utilize appropriate technical tools, programs and materials to mediate and promote students’ learning by making.