基于SCS創客教學法的教學實踐

傅騫

隨著技術的進步和社會的發展，以“在技術的支持下讓學生享受創新和分析的快樂”為目標的創客教育逐漸成為熱點，它強調學生利用已有技術或物理模塊的組合來實現產品的創新，并通過分享中獲得的激勵讓學生持續創新。創客教育經過近十年的發展，對學生創新能力和實踐技能的提升作用已被廣泛認可。

創客教育過程的關鍵是“借助技術、強調實踐和重視分享”，借助技術可以讓學生更快地做出功能強大的作品，收獲成就感；強調實踐可以讓學生更好地通過應用來加深對知識的理解，提升學習成效；重視分享可以讓學生更好地認識自己創新成果的價值，提升學習動機。顯然，成就感、學習成效、學習動機也是科學教育教學過程必需的，創客教育的過程同樣可以整合到科學教育中。

SCS創客教學法是當前創客教育中使用最多的教學法，它把整個教學過程分成情境引入、簡單模仿、知識講解、擴展模仿、創新激發、協作完成和創意分享七個環節。考慮到創客教育以物化成果為主，而科學教育以知識探究為主，所以對SCS教學法進行了有針對性的細化，改進后的流程如下：

（1）情境引入：從生活中的實際問題或日常現象進行情境引入，激發學生的學習動機；（2）簡單探究：學生通過觀察或模仿教師的探究過程，對即將學習的知識產生直觀的感受；（3）知識講解：教師結合探究的過程和結果講解相關的原理，解釋探究過程中觀察的現象；（4）擴展探究：針對知識要點，教師重新給定一個更加復雜的探究任務或操作實踐，讓學生繼續觀察或模仿該過程；（5）創新激發：教師針對剛學的知識要點，提出需要解釋的現象或應用該知識的實踐要求；（6）合作完成：學生通過小組合作共同解決問題，教師在這個過程中提供技術支持；（7）創意分享：以團隊為單位分享小組合作的結果，根據內容的不同，該結果可能是探究結論或是物化作品。

SCS教學法在科學教育中的應用，依然要重視“借助技術、強調實踐和重視分享”：借助技術強調采用數字化探究工具、數據可視化軟件、在線數字資源等，強調實踐是讓學生通過實踐來獲得結果，強調提供盡可能多的機會讓學生分享探究的過程和結論。

利用上述改進后的SCS教學法，針對蘇教版小學科學六年級下冊第五單元“神奇的能量”進行課程設計如下（課程用具包括開源硬件和電子積木）：

（1）情境引入：教師提出生活中能量的例子，如電燈點亮需要電能，汽車行駛需要熱能或電能，引發學生對“促使物體進行運動或工作的東西”進行思考；

（2）簡單探究：教師利用創意電子元件中的LED燈進行簡單實驗演示，將它們接通在電路上后可以工作，脫離電路則不能，學生通過模仿進一步認識到元件工作需要某種支持；

（3）知識講解：在學生對能量形成直觀感受之后，教師提出能量的概念，并列舉生活中能量的例子，也可以啟發學生提出更多案例；

（4）擴展探究：教師介紹馬達可將電能轉化成動能的特性，演示套件中馬達的工作方式，讓學生通過模仿掌握馬達的控制方法，為創意問題的解決做好準備；

（5）創新激發：教師提出問題“生活中如何利用能量”，要求學生以小組為單位搭建可以利用馬達前進的模型小車；

（6）合作完成：在學生分工完成小車模型的設計與搭建時，教師對存在困難的學生進行及時的指導；

（7）創意分享：學生分組展示模型，說明設計思路，演示小車運行情況。教師對作品進行評價，促進學生完成科學知識與技能的總結與反思。

Teaching Practice Based on SCS Maker Teaching Method

FU Qian

中圖分類號：G424文獻標識碼：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.