Driving K-12 Innovation

【譯題】《基礎(chǔ)教育創(chuàng)新驅(qū)動(dòng)力報(bào)告》——趨勢(shì)篇（二）

Poduct by CoSN （Consortium for School Networking）

美國學(xué)校網(wǎng)絡(luò)聯(lián)合會(huì)

SPOTLIGHTING TWO ACCELERATORS

The two accelerators featured in this report—learners as creators and personalization—present enormous opportunities to educators. Both accelerators put students at the center of learning. Both respond to megatrends in the nature of work， changing societal expectations and the pace of technology innovation. Both are among the top five accelerators that the Driving K-12 Innovation Advisory Board believes are important for school systems， schools and educators to begin addressing this year.

LEARNERS AS CREATORS （Ⅰ）

This top accelerator recognizes that creativity is a valuable， indeed essential， competency in workplaces and communities today. Merely grasping facts and concepts is not sufficient. Future-focused learning means learning by doing and making—applying knowledge and skills to solve real problems not just theoretically， but practically. Creating engages students in active and meaningful learning. Student work contributes to schools’ knowledge ecosystems as students become co-constructors of knowledge.

1.Exploring the Opportunity

Sparking students’ creativity might not seem like a radical new idea. However， traditional schooling， assessments and learning spaces don’t allow much time or space for this as a central focus of learning. But educators know that students are often naturally curious and full of ideas and questions.

Thinking of learners as creators is actually a pendulum swing. Educational titans such as Jean Piaget， Seymour Papert and Reggio Emilia regarded learning through a constructivist lens. Piaget believed educators “have to make inventors， innovators—not conformists.” He advocated fostering curiosity and providing experiential activities to help students build new knowledge from prior experiences.

Papert built on Piaget’s constructivist theories with the idea that “the ability to physically make， test， analyze， rethink， remake， and retest， as often as needed， allows for deep learning on the student’s terms.” Papert connected his ideas to new technologies that could empower students to create and collaborate. Emilia furthered constructivism through pedagogy in studio- or workshop-style spaces where artifacts become tools for reflection.

The Maker movement captures the spirit of this body of inquiry about student-focused experiences. Makerspaces are popping up all over the world， in nooks and crannies and repurposed spaces in schools， community organizations and even on wheels.

2.Imagining the Potential

The Maker movement and its relatives—fab labs， hackerspaces， STEAM labs， libraries of the future—are inspiring experimentation to reimagine the future of education， even in unlikely places：

Singapore is the perennial top-ranking nation on the Organization for Economic Cooperation and Development （OECD） Programme for International Student Assessment （PISA） and Trends in Mathematics and Science Study （TIMSS）. For decades， Singapore has focused strategically on improving student achievement and has developed a reputation for“didactic teaching， rote learning and academic brilliance.”

Now， Singapore is in the midst of a “silent revolution almost entirely unnoticed in the West，” according to OECD’s Andreas Schleicher. The school system is staking its reputation on the premise that students can ace tests and be innovators and creators.

3.Driving Innovation

This accelerator is moving into education at a fast， intensive pace—and sometimes changing schooling in unplanned， surprising ways. Fortunately， an emerging body of research and thought leadership can prepare education leaders to champion learners as creators， integrate creative learning into the core instructional program and channel students’ imaginations toward productive learning activities.

The Advisory Board members offered this advice：

Take an expansive view of creativity;Integrate creative learning with the core instructional program.Develop meaningful literacies;Pay attention to rigor;Set challenging parameters to deepen learning;Broaden assessment.

聚焦兩大核心趨勢(shì)

報(bào)告指出，其中的兩個(gè)趨勢(shì)——學(xué)習(xí)者即創(chuàng)造者和個(gè)性化發(fā)展，為教育者帶來了巨大的發(fā)展機(jī)遇。這兩大趨勢(shì)都是以學(xué)生為中心，反映了未來工作中信息化發(fā)展的社會(huì)趨勢(shì)，改變著社會(huì)認(rèn)知和技術(shù)創(chuàng)新的速度。這兩大趨勢(shì)在基礎(chǔ)教育創(chuàng)新驅(qū)動(dòng)中名列前茅，美國教育系統(tǒng)、學(xué)校和教育工作者都將于今年開始對(duì)這兩大趨勢(shì)展開討論和應(yīng)用。

趨勢(shì)一：學(xué)習(xí)者即創(chuàng)造者

這項(xiàng)位列第一的趨勢(shì)指出，創(chuàng)造力在當(dāng)今工作場(chǎng)所和社團(tuán)中是一項(xiàng)寶貴的甚至必不可少的能力，但僅僅掌握事實(shí)和概念是不夠的?；谖磥硇枨蟮膶W(xué)習(xí)，是通過實(shí)踐并運(yùn)用知識(shí)和技能來解決實(shí)際問題的學(xué)習(xí)，這不僅是理論上的問題，而且是實(shí)踐上的問題。為學(xué)生創(chuàng)建積極而有意義的學(xué)習(xí)環(huán)境，使學(xué)生成為知識(shí)的共同建構(gòu)者，有助于學(xué)校知識(shí)生態(tài)系統(tǒng)的建立。

1.探索機(jī)遇

激發(fā)學(xué)生的創(chuàng)造力并不是一個(gè)激進(jìn)的新想法。但是，傳統(tǒng)的學(xué)校教育、評(píng)估手段和學(xué)習(xí)空間并未將其作為學(xué)習(xí)的重點(diǎn)而提供更多的時(shí)間或空間。然而教育工作者知道，學(xué)生通常天生好奇，充滿想法和問題。

實(shí)際上，把學(xué)習(xí)者作為創(chuàng)造者一直處于探索之中。讓·皮亞杰（Jean Piaget）、西摩·佩珀特（Seymour Papert）和雷吉奧·埃米利亞（Reggio Emilia）等教育家都秉持學(xué)習(xí)的建構(gòu)主義視角。皮亞杰認(rèn)為，教育者“必須培養(yǎng)發(fā)明者和創(chuàng)新者，而不是墨守成規(guī)者”。他提倡培養(yǎng)學(xué)生的好奇心，提供體驗(yàn)類活動(dòng)，幫助學(xué)生從以往的經(jīng)驗(yàn)中學(xué)習(xí)新知識(shí)。

基于皮亞杰的建構(gòu)主義理論，佩珀特提出新的理念：“物體的制造、測(cè)試、分析、重新思考、重新制作和重新測(cè)試的能力，有助于促進(jìn)學(xué)生對(duì)術(shù)語進(jìn)行深入學(xué)習(xí)?！迸彗晏貙⑺南敕ㄅc新技術(shù)聯(lián)系起來，為學(xué)生創(chuàng)造和協(xié)作提供了機(jī)會(huì)和條件。埃米利亞則通過工作坊或車間式的空間環(huán)境教學(xué)，進(jìn)一步發(fā)展了建構(gòu)主義。

創(chuàng)客運(yùn)動(dòng)抓住了“以學(xué)生體驗(yàn)為中心”這一探究精神。近年來，世界各地涌現(xiàn)出了很多創(chuàng)客空間，它們?cè)诮锹淅?、縫隙中，以及在學(xué)校、社團(tuán)組織乃至車間等再利用的空間中不斷涌現(xiàn)。

創(chuàng)客空間或其他沉浸式的學(xué)習(xí)方法，例如基于項(xiàng)目的學(xué)習(xí)，為學(xué)生帶來了新的挑戰(zhàn)，學(xué)生需要在提出項(xiàng)目或構(gòu)建解決方案之前進(jìn)行廣泛的研究、信息分析和綜合，這需要具備與深度學(xué)習(xí)契合的能力。這不僅有助于學(xué)生解決問題的能力發(fā)展，也帶來了中等教育如職業(yè)和技術(shù)學(xué)院的復(fù)興。例如，學(xué)校更加注重來自真實(shí)世界的可以進(jìn)行實(shí)際動(dòng)手操作的任務(wù)，從而有助于學(xué)生為未來做好準(zhǔn)備。

2.激發(fā)潛能

創(chuàng)客運(yùn)動(dòng)及其“親屬們”（工廠實(shí)驗(yàn)室，黑客空間，STEAM實(shí)驗(yàn)室，未來圖書館）正在努力嘗試重新構(gòu)想教育的未來，即使是在不太可能的地方。

新加坡是經(jīng)濟(jì)合作與發(fā)展組織（OECD，以下簡(jiǎn)稱“經(jīng)合組織”）的國際學(xué)生評(píng)估（PISA）和數(shù)學(xué)與科學(xué)研究趨勢(shì)（TIMSS）項(xiàng)目常年排名最高的國家。幾十年來，新加坡一直在戰(zhàn)略上專注于提高學(xué)生的學(xué)習(xí)成績(jī)，并在教學(xué)論、死記硬背和學(xué)術(shù)才能方面享有盛譽(yù)。

但是，據(jù)經(jīng)合組織教育與技能部門主管安德烈亞斯·施萊徹（Andreas Schleicher）稱，新加坡現(xiàn)在正處于“西方幾乎完全沒有注意到的無聲革命”之中。學(xué)生在通過考試的前提下成為創(chuàng)新者和創(chuàng)造者，學(xué)校制度以此著稱。

3.驅(qū)動(dòng)創(chuàng)新

這一趨勢(shì)正以一種快速、強(qiáng)烈的節(jié)奏進(jìn)入教育領(lǐng)域，有時(shí)甚至以意想不到的、令人驚訝的方式改變著學(xué)校教育。幸運(yùn)的是，新興的研究機(jī)構(gòu)和思想領(lǐng)袖能夠促進(jìn)教育領(lǐng)導(dǎo)者做好準(zhǔn)備，鼓勵(lì)學(xué)習(xí)者作為創(chuàng)造者，將創(chuàng)造性學(xué)習(xí)納入教學(xué)計(jì)劃，并引導(dǎo)學(xué)生將想象力轉(zhuǎn)向創(chuàng)作性學(xué)習(xí)活動(dòng)。

對(duì)此，專家咨詢委員會(huì)提供了以下建議：

創(chuàng)新要保持廣闊的視野;將創(chuàng)造性學(xué)習(xí)與核心教學(xué)計(jì)劃相結(jié)合;發(fā)展有意義的文學(xué)素養(yǎng);注意保持嚴(yán)謹(jǐn);設(shè)置具有挑戰(zhàn)性的參數(shù)以深化學(xué)習(xí);擴(kuò)大評(píng)估范圍。