傅騫

隨著技術(shù)的進(jìn)步和社會(huì)的發(fā)展，以“在技術(shù)的支持下讓學(xué)生享受創(chuàng)新和分析的快樂(lè)”為目標(biāo)的創(chuàng)客教育逐漸成為熱點(diǎn)，它強(qiáng)調(diào)學(xué)生利用已有技術(shù)或物理模塊的組合來(lái)實(shí)現(xiàn)產(chǎn)品的創(chuàng)新，并通過(guò)分享中獲得的激勵(lì)讓學(xué)生持續(xù)創(chuàng)新。創(chuàng)客教育經(jīng)過(guò)近十年的發(fā)展，對(duì)學(xué)生創(chuàng)新能力和實(shí)踐技能的提升作用已被廣泛認(rèn)可。

創(chuàng)客教育過(guò)程的關(guān)鍵是“借助技術(shù)、強(qiáng)調(diào)實(shí)踐和重視分享”，借助技術(shù)可以讓學(xué)生更快地做出功能強(qiáng)大的作品，收獲成就感；強(qiáng)調(diào)實(shí)踐可以讓學(xué)生更好地通過(guò)應(yīng)用來(lái)加深對(duì)知識(shí)的理解，提升學(xué)習(xí)成效；重視分享可以讓學(xué)生更好地認(rèn)識(shí)自己創(chuàng)新成果的價(jià)值，提升學(xué)習(xí)動(dòng)機(jī)。顯然，成就感、學(xué)習(xí)成效、學(xué)習(xí)動(dòng)機(jī)也是科學(xué)教育教學(xué)過(guò)程必需的，創(chuàng)客教育的過(guò)程同樣可以整合到科學(xué)教育中。

SCS創(chuàng)客教學(xué)法是當(dāng)前創(chuàng)客教育中使用最多的教學(xué)法，它把整個(gè)教學(xué)過(guò)程分成情境引入、簡(jiǎn)單模仿、知識(shí)講解、擴(kuò)展模仿、創(chuàng)新激發(fā)、協(xié)作完成和創(chuàng)意分享七個(gè)環(huán)節(jié)?？紤]到創(chuàng)客教育以物化成果為主，而科學(xué)教育以知識(shí)探究為主，所以對(duì)SCS教學(xué)法進(jìn)行了有針對(duì)性的細(xì)化，改進(jìn)后的流程如下：

（1）情境引入：從生活中的實(shí)際問(wèn)題或日?，F(xiàn)象進(jìn)行情境引入，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)；（2）簡(jiǎn)單探究：學(xué)生通過(guò)觀(guān)察或模仿教師的探究過(guò)程，對(duì)即將學(xué)習(xí)的知識(shí)產(chǎn)生直觀(guān)的感受；（3）知識(shí)講解：教師結(jié)合探究的過(guò)程和結(jié)果講解相關(guān)的原理，解釋探究過(guò)程中觀(guān)察的現(xiàn)象；（4）擴(kuò)展探究：針對(duì)知識(shí)要點(diǎn)，教師重新給定一個(gè)更加復(fù)雜的探究任務(wù)或操作實(shí)踐，讓學(xué)生繼續(xù)觀(guān)察或模仿該過(guò)程；（5）創(chuàng)新激發(fā)：教師針對(duì)剛學(xué)的知識(shí)要點(diǎn)，提出需要解釋的現(xiàn)象或應(yīng)用該知識(shí)的實(shí)踐要求；（6）合作完成：學(xué)生通過(guò)小組合作共同解決問(wèn)題，教師在這個(gè)過(guò)程中提供技術(shù)支持；（7）創(chuàng)意分享：以團(tuán)隊(duì)為單位分享小組合作的結(jié)果，根據(jù)內(nèi)容的不同，該結(jié)果可能是探究結(jié)論或是物化作品。

SCS教學(xué)法在科學(xué)教育中的應(yīng)用，依然要重視“借助技術(shù)、強(qiáng)調(diào)實(shí)踐和重視分享”：借助技術(shù)強(qiáng)調(diào)采用數(shù)字化探究工具、數(shù)據(jù)可視化軟件、在線(xiàn)數(shù)字資源等，強(qiáng)調(diào)實(shí)踐是讓學(xué)生通過(guò)實(shí)踐來(lái)獲得結(jié)果，強(qiáng)調(diào)提供盡可能多的機(jī)會(huì)讓學(xué)生分享探究的過(guò)程和結(jié)論。

利用上述改進(jìn)后的SCS教學(xué)法，針對(duì)蘇教版小學(xué)科學(xué)六年級(jí)下冊(cè)第五單元“神奇的能量”進(jìn)行課程設(shè)計(jì)如下（課程用具包括開(kāi)源硬件和電子積木）：

（1）情境引入：教師提出生活中能量的例子，如電燈點(diǎn)亮需要電能，汽車(chē)行駛需要熱能或電能，引發(fā)學(xué)生對(duì)“促使物體進(jìn)行運(yùn)動(dòng)或工作的東西”進(jìn)行思考；

（2）簡(jiǎn)單探究：教師利用創(chuàng)意電子元件中的LED燈進(jìn)行簡(jiǎn)單實(shí)驗(yàn)演示，將它們接通在電路上后可以工作，脫離電路則不能，學(xué)生通過(guò)模仿進(jìn)一步認(rèn)識(shí)到元件工作需要某種支持；

（3）知識(shí)講解：在學(xué)生對(duì)能量形成直觀(guān)感受之后，教師提出能量的概念，并列舉生活中能量的例子，也可以啟發(fā)學(xué)生提出更多案例；

（4）擴(kuò)展探究：教師介紹馬達(dá)可將電能轉(zhuǎn)化成動(dòng)能的特性，演示套件中馬達(dá)的工作方式，讓學(xué)生通過(guò)模仿掌握馬達(dá)的控制方法，為創(chuàng)意問(wèn)題的解決做好準(zhǔn)備；

（5）創(chuàng)新激發(fā)：教師提出問(wèn)題“生活中如何利用能量”，要求學(xué)生以小組為單位搭建可以利用馬達(dá)前進(jìn)的模型小車(chē)；

（6）合作完成：在學(xué)生分工完成小車(chē)模型的設(shè)計(jì)與搭建時(shí)，教師對(duì)存在困難的學(xué)生進(jìn)行及時(shí)的指導(dǎo)；

（7）創(chuàng)意分享：學(xué)生分組展示模型，說(shuō)明設(shè)計(jì)思路，演示小車(chē)運(yùn)行情況。教師對(duì)作品進(jìn)行評(píng)價(jià)，促進(jìn)學(xué)生完成科學(xué)知識(shí)與技能的總結(jié)與反思。

Teaching Practice Based on SCS Maker Teaching Method

FU Qian

中圖分類(lèi)號(hào)：G424文獻(xiàn)標(biāo)識(shí)碼：ADOI：10.16400/j.cnki.kjdk.2021.05.003

FU Qian

Associate Dean and Professor， School of Educational Technology， Beijing Normal University

Head of R & D Team of Open Source Maker Tools Mixly and Mixgo

Deputy Secretary General of Educational Technology Sub-committee of National Information Technology Standardization Technical Committee

With the progress of technology and the develop？ ment of society， maker education with the goal of"let students enjoy the happiness of innovation and analysis with the support of technology" has gradual？ ly become a hot spot. It emphasizes that students use the combination of existing technology or physi？ cal modules to achieve product innovation， and let students continue to innovate through the incentives obtained from sharing. After nearly a decade of devel？ opment， maker education has been widely recognized for its role in promoting students’ innovation ability and practical skills.

The key of maker education process is "with the helpof technology， emphasizingpracticeandshar？ ing". With the help of technology， students can make powerful works faster and gain a sense of achieve？ ment； Emphasizing practice can make students better understandknowledgeandimprovelearningeffect through application； Attaching importance to sharing canhelpstudentsbetterunderstandthevalueof their own innovative achievements and enhance their learning motivation. Obviously， the sense of achieve？ ment， learning effectiveness andlearning motivation are also necessary in the process of science educa？ tion， and the process of maker education can also be integrated into science education.

SCS maker teaching method is the most common？ ly used teaching method in maker education. It di？ vides the whole teaching process into seven links： sit？ uation introduction， simple imitation， knowledge expla？ nation， extended imitation， innovation stimulation， col？ laborative completion and creative sharing. Consider？ ing that maker education is mainly based on material？ ized achievements， while science education is mainly basedonknowledgeexploration，theSCSteaching method is targeted and refined， and the improved pro？ cess is as follows：

（1） Situation introduction： introduce the situa？ tion from the actual problems or daily phenomena in life to stimulate students’ learning motivation； （2） Sim？ ple inquiry： by observing or imitating the inquiry pro？ cessofteachers，studentshaveintuitivefeelings abouttheknowledgetheyareabouttolearn；（3） Knowledge explanation： teachers explain the relevant principlesandexplainthephenomenaobservedin the process of inquiry based on the process and re？ sults of inquiry； （4） Extended inquiry： for the key points of knowledge， the teacher gives a more com？ plex inquiry task or operation practice again， so that the students can continue to observe or imitate the process； （5） Innovation stimulation： teachers put for？ ward the phenomena that need to be explained or the practical requirements for the application of the knowledgeaccordingtotheknowledgepointsthey justlearned；（6）Cooperativecompletion：students solve problems through group cooperation， and teach？ ers provide technical support in the process； （7） Cre？ ative sharing： share the results of group cooperation as ateam. Dependingonthecontent， theresults may be exploration conclusions or materialized works.

In the application of SCS teaching method in sci？ ence education， we should still attach importance to"with the help of technology， practice and sharing"： with the help of technology， we should emphasize the use of digital inquiry tools， data visualization soft？ ware，onlinedigitalresources，etc.，emphasizethat practiceis tolet students get theresults through practice， and emphasize to provide as many opportuni？ ties as possible for students to share the process and conclusion of inquiry.

BasedontheimprovedSCSteachingmethod， the curriculum design of unit 5 "magic energy" in Primary School Science Volume 6， Jiangsu Education Press is as follows （the curriculum tools include open source hardware and electronic building blocks）

（1） Situation introduction： teachers propose ex？ amples of energy in life， such as electric energy re？ quired by lighting up electric lights， and thermal en？ ergy or electric energy for driving cars， which leads to students thinking about "things that promote the movement or work of objects"；

（2） Simple exploration： teachers use LED lights in creative electronic components for simple experi？ mental demonstration. They can work when they are connected to the circuit， but not when they are sepa？ rated from the circuit；

（3） Knowledge explanation： after students form an intuitive feeling of energy， the teacher puts for？ ward the concept of energy and lists examples of en？ ergy in life， which can also inspire students to put forward more cases；

（4） Extended exploration： the teacher introduces the characteristics of the motor that can convert elec？ tric energy into kinetic energy， demonstrates the work？ ing mode of the motor in the kit， and enables stu？ dentstomasterthecontrolmethodofthemotor through imitation， so as to prepare for the solution of creative problems；

（5）Innovationstimulation：teachersaskthe question "how to use energy in life"， and ask stu？ dents to build a model car that can use the motor to move forward in groups；

（6） Cooperation completion： when the students complete the design and construction of the car mod？ el， the teacher will give timely guidance to the stu？ dents who have difficulties；

（7） Creative sharing： students show the model in groups， explain the design ideas， and demonstrate the operation of the car. Teachers evaluate the works to promote students to complete the summary and re？ flection of scientific knowledge and skills.