Way of thinking
In the maker course of elementary school, I always think that the spirit of humanities must be the foundation of the curriculum. So why do this course? Does this course help children’s learning? What other values are conveyed in this course? It has always been a question of self-reflection.
在水面上看陸地給孩子一個全新的視野 Looking at the land on the water will give children a whole new perspective 我們一直陸地上生活總是由陸地上看水面，如果可以在水上看陸地會是怎樣？划著小朋友自己造的舟，航行在社區的河川上會是怎樣的感覺？大沐老師造舟裡的生命教育課程在我們的創客課程中讓孩子有深層的體驗，是不是還能讓大人們有一份對環境的感動？滑過水面，與水的距離這麼近，讓學習緊緊抓住別放手。 學生在河上悠遊可是要動員不少資源，希望這些細密的結構課程學習規劃能對學生有更大的幫助，而非僅止於體驗。 Human beings live on land, what would it be like if you could see land on the water? What would it be like when the children built their own boats and sailed on the rivers of the community? In the maker course, let children have a deep experience, can it also make adults have a touch of the environment? Glide across the water, so close, let the learner hold on tightly and don't let go. Students rowing on the river need to mobilize a lot of resources. It is hoped that these meticulously structured curriculum learning plans can have greater enlightenment for students' lives and learning, rather than just experience.
為學習而做的創客 Maker courses for learning and learning 琳瑯滿目的教育新名詞，讓學生學習更多元之後會不會讓學習過於零碎。因為學習到認知是需要一些過程，我們無法確定這些新名詞產生的課程對學生的學習是否有幫助下，放進課程中會不會因為沒有結構化的課程，對學生學習造成干擾，讓學習過於零碎。所以在學生學習為主的思考下，為這些課程導入之前為它們找到位置。而我就由Maker的精神思索，讓Maker不是為了創客而創客。讓學生為了學習而動手做一個工具，拿著這個工具來學習更多的事物。從中讓學生也能體會自造的精神與自造之於人類文明的角色。 After students learn more new projects, will their learning be too fragmented? Because learning cognition requires some process and time, we cannot be sure whether the courses generated by these new terms are helpful to students' learning. If you rush to put it in the curriculum, will it interfere with the learning of students and make learning too fragmented because of the unstructured curriculum. So under the thinking that students are the masters of learning, find a place for these courses before they are introduced. With the spirit of Maker as the core, let Maker not be a maker for a maker. Let students make a tool for learning, and use this tool to learn more things. From this, students can also experience the spirit of self-creation and the role of self-creation in human civilization.
孩子的木工課 Child's woodwork class 創客導入到藝美領域時屏除目前坊間所有創客課程。而由創客精神出發，希望由精神找到學習的<線頭>。我們當時討論過有幾個不同主題希望作為一個結構。當時的想法放在木工、縫紉及烹飪，來自於杜威的想法。而要跨領域整合的確這樣的主題統整為方向確對孩子來說，最好學習也最容易觸類旁通，因為就是生活中常會用到的。而創客的結果為孩子帶來無比的成就感，也是令人意象不到的。且創客成了跨領域的連結結構，對於<整合各科內容>到<應用>創客如此角色定位，才能是打通學習任督二脈的大力丸。 木工由建造孩子自己的木工教室開始逐步讓孩子由木工教室外觀、工作桌到桌燈再延伸到造自己的小木屋，2020年更為了探訪社區的河流用接力方式造自己的社區故事舟。 Putting the starting point of the course on woodworking, sewing and cooking came from the idea of John Dewey. These themes of cross-field integration are the easiest for children to learn and the easiest to draw inferences, because they are often used in life. And the maker course brings an incomparable sense of accomplishment to children, which is also unexpected. And the maker has become a cross-field link structure, and the role positioning of the "integration of the content of each subject" to the "application" maker course allows children to learn better. The carpentry course starts with the construction of children’s own carpentry classrooms, and gradually allows children to make carpentry classroom decoration, work desks, desk lamps, and then extend to build their own cabins. In 2020, they will visit the rivers of the community and use relay methods to build community stories. boat.
社區故事剪紙 社區故事在學生透過採訪社區長者後，學生學習如何將故事output？以何方式呈現？我們設計了 1.Story Box故事箱 2.社區小旅行 3.社區故事剪紙 4.社區故事繪本。 社區故事經轉化成為不同的作品。社區故事繪本也作為社區故事剪紙的延伸課程。 剪紙課程是個不錯的方向，我們讓孩子跟社區長者一起剪紙，有了之前採訪長者的經驗，孩子也可以跟長者互動。剪紙還有一個好處，可以以各種不同媒材呈現，孩子作品也比較好應用。 Through interviews with community elders about the community’s stories, students learn how to output stories? In what way? We designed 1.Story Box 2. Community small trip 3. Community story paper-cut art 4. Community story hand-painted book.Community stories have been transformed into different works. The hand-drawn community story book is also used as an extended course on the paper-cutting art of community story. The paper-cutting art course is a good direction. We let children do paper-cutting art with community elders. With previous experience in interviewing elders at home, children can also interact with community elders. The art of paper-cutting can provide more material applications for children's works.