【作 者】：
韩 芳， 陈 珊
【关 键 词 】：
卡内基梅隆大学； 创客教育； 课程开发； 途径； 特征
【栏 目】：
历史与国际比较
【中文摘要】：
回应美国创客运动的推进，卡内基梅隆大学承诺开展创客教育，其教学研究机构埃伯利中心承担起创客教育课程开发的任务。创客教育课程即创客课程，服务于创客教育教学活动。埃伯利中心基于明确的宗旨和原则及多元主体，通过承接“西蒙计划”、研究课程实践、开发教育技术、发展评价项目、发掘现实问题和提炼研究成果，开发创客课程。总体上，创客课程开发呈现出传承性、研究性、整合性、自主性、现实性和实践性的特征。借鉴之，我国可以通过建立创客课程开发平台、增加创客课程开发主体、促进创客教师专业发展和扩展创客课程评价类型等，助力我国创客课程的开发。
【英文摘要】：
In response to the advancement of American Maker Movement, Carnegie Mellon University promises to develop Maker Education, and Eberly Center, its teaching research institute, takes shoulder of developing Maker education curriculum. Maker education curriculum serves for teaching activities of Maker Education. Based on clear purposes, principles and multiple subjects, Eberly Center studies curriculum practice, develops educational technology and assessment projects, explores practical problems and refines research findings to develop Maker curriculum through the Simon Initiative. Generally speaking, the development of Maker curriculum characterizes inheritance, research, integration, autonomy, realism and practicality. With reference to Carnegie Mellon University, China may construct the platform of Maker's curriculum development, increase main bodies of Maker's curriculum development, promote Maker's teachers professional development and extend the assessment types of Maker's curriculum.