【关 键 词 】：
创客； 创客教育； 实践创新； 工程教育
With the development of maker movement, maker education has become a hot issue in education. On the whole, the current research and practice of maker education is not profound yet with its unstable theoretical foundation and insufficient practical experience, for people have not reached a consensus on the connotation of maker education. As for the clarification of a new concept, it is necessary to understand its existing representative views. This paper starts from the definitions of maker education made by policy documents and experts, and then summarizes four representative viewpoints through literature review, namely maker education as a new education model, maker education as a new education type, maker education as a new education concept, and maker education as a new education curriculum. Then, this paper proposes three classifications of maker education from three dimensions, namely value, result and method. Finally, a definition of maker education in the narrow sense is put forward, aiming to lay a solid foundation for the mature and broader future of maker education.