CAJ | 학술논문

创客空间是具身实践与创新理念的结合体，追求开源、共享、创新的文化范式；教育信息化时期的深度学习更加注重学生创新能力与终身学习理念的培养。两者之间存在着实践主体、场域、资源与理念四个维度上的关联。通过与传统深度学习进行比较，阐明创客空间支持的深度学习得以实现质变超越的可能性及优越性。基于学习环节与流程，提出三条最优化深度学习效果的创新设计建议。以期为新时期提升教育适切性、建设智慧教室、开展个性化教学提供参考。
창객공간시구신실천여창신이념적결합체，추구개원、공향、창신적문화범식；교육신식화시기적심도학습경가주중학생창신능력여종신학습이념적배양。량자지간존재착실천주체、장역、자원여이념사개유도상적관련。통과여전통심도학습진행비교，천명창객공간지지적심도학습득이실현질변초월적가능성급우월성。기우학습배절여류정，제출삼조최우화심도학습효과적창신설계건의。이기위신시기제승교육괄절성、건설지혜교실、개전개성화교학제공삼고。
The maker space is a combination of embodied practice and innovation concept, it pursuits a culture pattern of open source, sharing and innovation. During the period of education informationization, deep learning pays more attention on the students＇ ability of creation and the concept of life-long learning. There are four dimensional associations between the both： practice subject, field, source and conception. By comparing it with traditional deep learning, the article clarifies the possibility and advantage of maker space making the deep learning get a qualitative promotion. Moreever, it also gives three suggestions aiming at optimizing the result of deep learning on the basis of its steps and progresses. By doing so, it is excepted to provide a reference for promoting educational urgency, constructing smart classrooms and conducting individualized teaching