【作 者】：
武 滨， 宋 晔
【关 键 词 】：
创客课程； 课程生态； 生态进化模型； 社会进化理论； 案例研究
【栏 目】：
中小学电教
【中文摘要】：
针对我国中小学创客教育发展过程中普遍存在“不知该向何处”的焦虑，文章从整体、联系、动态发展的生态学视角，以中小学创客课程生态为研究对象，首先，依据斯宾塞的社会进化理论，初步构建了中小学创客课程生态进化理论模型，包括基本规律、特征及进化过程。其次，采用描述性与探索性案例研究相结合的方法，对处于不同发展阶段的三个典型案例进行交叉对比分析，验证并进一步对中小学创客课程生态进化三个阶段的主要特征、现实困境及建设经验进行提炼总结。最后，指出中小学创客课程生态在初步发展阶段应充分关注创客教师专业化发展，积极探索创客课程有效教学模式；在整合发展阶段需要建立有效组织保障措施，不断提升课程管理运作有序性；在融合创新阶段应促进创新教育理念的深度融入，努力构建特色化课程生态体系。
【英文摘要】：
In view of the common anxiety of "not knowing where to go" prevalent in the development of maker education in primary and secondary schools in China, this paper takes the ecology of maker curriculum in primary and secondary schools as the research object from the ecological perspective of integration, linkage and dynamic development. Firstly, according to Spencer's social evolution theory, this paper constructs a theoretical model of ecological evolution of maker curriculum in primary and secondary schools, including basic laws, characteristics and evolutionary process. Then, adopting the method of combining descriptive and exploratory case studies, this paper conducts a cross-comparative analysis of three typical cases at different stages of development, verifies and further summarizes the main characteristics, practical dilemmas and construction experience of the three stages of ecological evolution of maker curriculum in primary and secondary schools. Finally, this paper puts forward that as for the ecology of maker curriculum in primary and secondary schools, in the initial development stage, it is necessary to pay full attention to the professional development of maker teachers and actively explore the effective teaching mode of maker curriculum. In the stage of integrated development, it is necessary to establish effective organizational guarantee measures to constantly improve the order of curriculum management and operation. And in the stage of integration and innovation, it is necessary to promote the deep integration of innovative education ideas and strive to build an ecological system with characteristic curriculums.