自造教育與探索體育理念連結之探討

An analysis of the association of maker education and adventure-physical education

隨著社會發展與科技的進步與創新，傳統的教學已經無法滿足學童面對社會與未來的需求。近年自歐美開始發想的「自造者運動」迅速席捲全球生活、科技、設計、經濟與教育等各大產業。自造者運動的興起促使許多教育工作者改變其教學模式與型態，讓學生擁有更多空間去動手探索與解決問題。自造者運動「動手實作」的理念與體育署積極推廣的探索體育「做中學」和「從經驗中學習」的概念不謀而合，兩者同樣重視學習和生活的結合，其特性亦呼應了新課綱之素養導向教學。在健康與體育領域課程中推展此類型的課程，提供相互分享與解決問題的學習經驗，讓學生從做中學習新知，並瞭解動手做的價值與樂趣。本文擬論述將自造者運動的概念引入課程，探討探索體育課程中的自造者精神，以及如何結合兩者來協助健康與體育課程實踐「自發」、「互動」與「共好」三大教育目標。

With social development and technological progress and innovation, traditional teaching can no longer meet the needs of children facing the society and the future. The pressure of entering the top university also leads to the lack of opportunities and rights of active learning. Maker movement, which started in Europe and the United Stated in recent years, has quickly swept through the global industries, such as life, technology, design, economy and education. The rise of the maker movement has prompted a number of educators to change their teaching models and styles in order to create more space for students to explore and solve problems. The concept of ‘Do It Yourself’ in the maker movement coincides with the concept of ‘Learning by Doing’ and ‘Learning from Experiences’ in Adventure-Physical Education, which is actively promoted by the Sports Administration, MOE. Both educational philosophies attach importance to the combination of learning and life, which is in response to the new curriculum ‘Competence-Based Curriculum’. The promotion of this type of curriculum in health and physical education learning area, which offers learning experience of sharing and solving problems, assist students in learning new knowledge and understanding the value and fun from doing. This paper plans to discuss the concept of maker movement in the curriculum and adventure-physical education, explore how to combine them to assist in achieving the educational goals of self-discovery, interaction and common good through health and physical education curriculum.