【作 者】：
傅 骞
【关 键 词 】：
创客教育； 创新实践； 人格培养
【栏 目】：
创客教育
【中文摘要】：
随着社会生产力的发展，一种根源于工程师群体的创客文化逐渐在全球流行开来，同时也催生了创客教育。创客文化的核心是创意设计、用心实践和快乐分享，创客教育的最终目标就是要将学生培养成能够享受创客文化的人。从创客文化的本质出发，依据由浅入深的理解过程，可将创客教育的培养目标分成培养创新实践能力、激发协同分享意愿和塑造健康人格三个递进阶段。第一阶段创客教育的重点是以各类数字化创作工作的学习和应用为主要内容，达成学生创新实践能力培养的目标，目标是创新实践能力的提升；第二阶段创客教育的重点是技术支持下的学生协同分享意愿的激发和完成，目标是协同分享意愿的激发；第三阶段创客教育的重点是学生享受创新与分享的快乐在内心的养成，目标是健康人格的塑造。不同的学校在实施创客教育的过程中，可以根据学情特点选择循序渐进或跨越式前进，最终实现学生健康人格培养的目标。
【英文摘要】：
With the development of productivity, maker culture, rooted in engineer groups, becomes popular worldwide and accelerates maker education as well. The core of maker education is creative design, attentive practice and happy sharing, and the ultimate goal of maker education is to train students to be able to enjoy maker culture. From the essence of maker culture and based on the comprehension process, the objectives of maker education can be divided into three progressive phases: cultivating innovative practice ability, inspiring the willingness of cooperative sharing and shaping healthy personality. The first phase focuses on learning and application of various digital creations in order to promote students' innovative practice ability. The second phase is to inspire and complete students' willingness of collaborative sharing supported by technology. The third phase aims to shape students' healthy personalities through cultivating the happiness of innovation and sharing. It is wise enough for different schools to select different developmental strategies such as step-by-step process or leapfrog forward to realize the ultimate goal of maker education.