CAJ | 학술논문

随着创客日益受到社会关注，开展创客教育已成为教育界讨论并实践的热点。创客教育不能滑入到在中小学推广创造发明的歧途，而应是推进跨学科知识融合的STEM教育，在帮助学生打好扎实的科学、技术、工程和数学知识的基础之上，培养学生创新精神与实践能力，促进创新型、创业型人才的成长。本文阐述了STEM教育的跨学科、趣味性、体验性、情境性、协作性、设计性、艺术性、实证性、技术增强性九个核心理念，介绍了相关课程、广域课程两种跨学科整合模式，分析了三种跨学科整合的取向：学科知识整合取向、生活经验整合取向、学习者中心整合取向，并提出了跨学科整合的项目设计模式。
수착창객일익수도사회관주，개전창객교육이성위교육계토론병실천적열점。창객교육불능활입도재중소학추엄창조발명적기도，이응시추진과학과지식융합적STEM교육，재방조학생타호찰실적과학、기술、공정화수학지식적기출지상，배양학생창신정신여실천능력，촉진창신형、창업형인재적성장。본문천술료STEM교육적과학과、취미성、체험성、정경성、협작성、설계성、예술성、실증성、기술증강성구개핵심이념，개소료상관과정、엄역과정량충과학과정합모식，분석료삼충과학과정합적취향：학과지식정합취향、생활경험정합취향、학습자중심정합취향，병제출료과학과정합적항목설계모식。
Today, Maker Education has been a hot topic in both educational discussions and practices. Instead of wrongly advocating direct creation and invention in primary and secondary schools, Maker Education should promote integrated STEM Education. In other words, maker education should foster students ＇ creativity, hands-on, and en- trepreneurship based on the learning integrating contents of science, technology, engineering, and mathematics. This article introduces the meaning and development of STEM Education, and then clarify nine core features of STEM Edu- cation. Specifically, the nine features are：（ 1 ） interdisciplinary （ putting emphasis upon integrated interdisciplinary contents rather than every isolated subjects ） ; （ 2 ） fun （ selecting fun problems or projects to appeal students ） ; （ 3 ） process experience （ making students learn by doing and experiencing）; （ 4 ） contextual （ learning in a real-life con- text to avoid rote learning）., （5） cooperative （ allocating several students into one group to finish complex tasks by sharing respective knowledge and energies ） ; （6） designability （ designing their products based on questions and re- quirements ） ; （ 7） artistic （ paying attention to humanity and social sciences when engaging in STEM Education ） ; （8） empirical （ verifying hypothesis, solving problems, and designing products based on empirical evidences ） ; and （9） technology-enhanced （ employing various technologies to promote learning and improve students＇ technological literacy I. After that, two types of interdisciplinary curriculum integration models are introduced： the Correlated Cur- riculum remains as an independent subject while the Broad Fields Curriculum breaks the boundaries of subjects, in- tegrates them into a new learning field through activities, and forms a new curriculum structure. Then, three direc- tions of interdisciplinary curriculum integrations, i. e. , disciplinary content oriented, life experience oriented, and learner-centered oriented, are discussed and analyzed. Lastly, the article proposes a design pattern for interdiscipli- nary integration projects based on constructivism, cognitive science, and core features of STEM Education in order to guide future practices.