基于SCS创客教学法的教学实践

傅骞

随着技术的进步和社会的发展，以“在技术的支持下让学生享受创新和分析的快乐”为目标的创客教育逐渐成为热点，它强调学生利用已有技术或物理模块的组合来实现产品的创新，并通过分享中获得的激励让学生持续创新。创客教育经过近十年的发展，对学生创新能力和实践技能的提升作用已被广泛认可。

创客教育过程的关键是“借助技术、强调实践和重视分享”，借助技术可以让学生更快地做出功能强大的作品，收获成就感；强调实践可以让学生更好地通过应用来加深对知识的理解，提升学习成效；重视分享可以让学生更好地认识自己创新成果的价值，提升学习动机。显然，成就感、学习成效、学习动机也是科学教育教学过程必需的，创客教育的过程同样可以整合到科学教育中。

SCS创客教学法是当前创客教育中使用最多的教学法，它把整个教学过程分成情境引入、简单模仿、知识讲解、扩展模仿、创新激发、协作完成和创意分享七个环节。考虑到创客教育以物化成果为主，而科学教育以知识探究为主，所以对SCS教学法进行了有针对性的细化，改进后的流程如下：

（1）情境引入：从生活中的实际问题或日常现象进行情境引入，激发学生的学习动机；（2）简单探究：学生通过观察或模仿教师的探究过程，对即将学习的知识产生直观的感受；（3）知识讲解：教师结合探究的过程和结果讲解相关的原理，解释探究过程中观察的现象；（4）扩展探究：针对知识要点，教师重新给定一个更加复杂的探究任务或操作实践，让学生继续观察或模仿该过程；（5）创新激发：教师针对刚学的知识要点，提出需要解释的现象或应用该知识的实践要求；（6）合作完成：学生通过小组合作共同解决问题，教师在这个过程中提供技术支持；（7）创意分享：以团队为单位分享小组合作的结果，根据内容的不同，该结果可能是探究结论或是物化作品。

SCS教学法在科学教育中的应用，依然要重视“借助技术、强调实践和重视分享”：借助技术强调采用数字化探究工具、数据可视化软件、在线数字资源等，强调实践是让学生通过实践来获得结果，强调提供尽可能多的机会让学生分享探究的过程和结论。

利用上述改进后的SCS教学法，针对苏教版小学科学六年级下册第五单元“神奇的能量”进行课程设计如下（课程用具包括开源硬件和电子积木）：

（1）情境引入：教师提出生活中能量的例子，如电灯点亮需要电能，汽车行驶需要热能或电能，引发学生对“促使物体进行运动或工作的东西”进行思考；

（2）简单探究：教师利用创意电子元件中的LED灯进行简单实验演示，将它们接通在电路上后可以工作，脱离电路则不能，学生通过模仿进一步认识到元件工作需要某种支持；

（3）知识讲解：在学生对能量形成直观感受之后，教师提出能量的概念，并列举生活中能量的例子，也可以启发学生提出更多案例；

（4）扩展探究：教师介绍马达可将电能转化成动能的特性，演示套件中马达的工作方式，让学生通过模仿掌握马达的控制方法，为创意问题的解决做好准备；

（5）创新激发：教师提出问题“生活中如何利用能量”，要求学生以小组为单位搭建可以利用马达前进的模型小车；

（6）合作完成：在学生分工完成小车模型的设计与搭建时，教师对存在困难的学生进行及时的指导；

（7）创意分享：学生分组展示模型，说明设计思路，演示小车运行情况。教师对作品进行评价，促进学生完成科学知识与技能的总结與反思。

Teaching Practice Based on SCS Maker Teaching Method

FU Qian

中图分类号：G424文献标识码：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.