Definition of Creative Education?

When the spirit of creativity meets education, "Creative Education" is born. It can be said that creator education integrates the ideas of innovation education, experiential education, and project-based learning, and fits the nature of students' curiosity and creativity. It mainly takes the curriculum as the carrier, and under the platform of maker space, it integrates the knowledge of science, math, physics, chemistry, art and other disciplines to cultivate students' imagination, creativity and problem-solving ability.

Many schools in Europe and the United States have set up maker programs and opened makerspaces, which provide an environment, resources, and opportunities for students to learn based on creativity. And in China's campuses, there is also a gradual emergence of creator education. For example, Tsinghua University, Tongji University, Shenzhen University and other colleges and universities, have each formed a creator group or society; some primary and secondary schools, such as Wenzhou Middle School in Zhejiang Province, Beijing Jingshan School, also built a creator platform and opened a relevant course respectively.

What is maker education

As children, they loved to scribble on paper, make shapes with playdough, and stack houses with Legos. However, along the way, schooling has become more and more rigid, with tons of homework and exams, resulting in rote memorization of knowledge by students. Students are losing their creativity and innovative spirit.

There is no doubt that the maker movement will change what we learn in school. It can reduce the damage that standardized teaching and testing does to students' personalized development with a new approach that encourages creativity and innovation - using new digital technologies to design, make, share, and learn across time and space.

Some young people have already shown amazing talent through the creativity movement. In addition to Kane, who was featured at the beginning of this article, 11-year-old Sylvia has a webcast program called "Sylvia's Super Maker Show." With the help of her father, she sings, plays, and teaches electronics, open-source hardware Arduino development, and other interesting projects to millions of viewers, and has become very popular.14 Joey Hudy, a young creator and entrepreneur. wowed Barack Obama at the White House with a marshmallow cannon he designed and built himself.

In the United States, the culture of creativity has begun to take hold in education, from the policy to the practical level.

The White House began embracing the maker movement from President Obama's proposal to innovate education to enhance student learning in STEM (science, technology, engineering, and math). In his 2009 campaign speech, Obama said, zhlzw "I want all of us to think about innovative ways to inspire young people to engage in science and engineering. Whether it's science festivals, robotics competitions, fairs, encouraging young people to create, to build and to invent - to be creators of things, not just consumers of things."

The United States *** launched a new program in early 2012 that will introduce "makerspaces" in 1,000 U.S. elementary and middle schools over the next four years, equipped with open-source hardware, 3D printers, and digital development and fabrication tools such as laser cutters. Creative education has become an important part of the U.S. push for education reform and the cultivation of scientific and technological innovation talents.

Some schools have also realized that they have lost their way of inspiring students to take the initiative to learn. They have begun to try to bring the spirit of creativity to school education. Within the past few years, there have been a rapid proliferation of academic makerspaces and maker labs in U.S. colleges and universities. And some K12 schools have experimented with setting up makerspaces in their libraries or retrofitting their classrooms to accommodate project-based and hands-on learning.

The key point for maker education is how to integrate makerspaces into existing educational programs. A makerspace is a place for creators to make, exchange,**** enjoy knowledge and resources, and collaborate on projects. For schools makerspaces are more than that, they are environments for curriculum implementation. Teachers learn to turn the classroom into a vibrant makerspace where students are encouraged to create objects, invent crafts, and share creative ideas. Some of the main elements of a maker curriculum are: hands-on learning is paramount, openness and sharing, bold experimentation, iterative design, a focus on aesthetics, breaking down ageism, strong personalized learning, technology is essential, and students take control of their own learning.

Some ideas for a creativity program for K12 schools are provided in the book Creating as Learning.

Elementary school - inventing a fun toy; simple programming with Scratch; learning stop-motion animation production, etc.

Middle school - make and assemble a motorized toy; draw a personal avatar with simple graphics software; learn to solder simple electronic components; learn to assemble a touch device with the MaKey MaKey kit, and more.

High School - Solve everyday problems with a Raspberry Pi, Arduino, or other open source hardware; build your own robot; learn to program a game to show off your math talents; and more.

The convergence of digital technology and education has brought about not only episodic classes, but also creative education. In the era of personalization of learning, the two need to be combined to complement each other. Students can not only acquire knowledge through online learning, but also design and produce in the school's makerspace, to give play to their creative talents. In this sense, the maker movement will be the next fulcrum of change in learning.

What exactly is "creativity" and what is the concept of creative education?

Rather, it refers to the mode of sustainable development that does not aim at profit, whether it is helpful to others, etc. The trend of professionalization of the future creation of space is inevitable "The word "hacker" is derived from the English word "as to whether or not to realize the commercial value of the source of creativity is also mainly from foreign open source sites, the pursuit of their own creativity to achieve; hacker". The term "hacker" comes from the English word "hacker". In addition to the individual creative space belongs to the comprehensive platform, not their main purpose, has not yet formed a significant characteristics. And the creator space is to provide these creators with a community platform that combines offline and online, innovation and friendship for realizing creativity and exchanging creative ideas and products. Domestic makerspace belongs to the nascent stage. The business model and operation mode of the makerspace itself is also worth exploring and figuring out; it does not refer to hackers in the computer field, who endeavor to transform all kinds of creativity into reality. Creators are a group of people who like or enjoy innovation

What kind of education does creator education specifically refer to?

Specifically what does it mean ah

How to define creator education, stem education and innovation education

A makerspace is an open laboratory with the function of a processing workshop and a studio, where creators can *** enjoy resources and knowledge to realize their ideas. Since 2007, there have been more than 2,000 makerspaces around the world, and in October 2010, the New Workshop was established in Shanghai, which has become a home base for creators in China. Later, Beijing's "Makerspace" and Shenzhen's "Chaihuo Makerspace" followed, pioneering makers' organizations with thousands or even tens of thousands of members. Soon there were more and more organizations in Guangzhou, Hangzhou, Nanjing, Chengdu, Xi'an and other places.

The 2014 Horizon report concluded that "the focus of teaching practices on university campuses around the world is shifting, with students across disciplines learning by making and creating, rather than being mere consumers of course content ...... There have been no labs before or hands-on learning sessions, certain university departments have begun to integrate hands-on learning sessions as an integral part of the curriculum." According to incomplete statistics, China has dozens of colleges and universities have established makerspaces, which effectively meet the needs of students with innovative ideas and a penchant for getting their hands dirty, facilitating the transformation of students from consumers to creators.

While many universities have built maker spaces, there are few successful examples of maker spaces in primary and secondary schools. Is there a need to build a makerspace in primary and secondary schools? How to build a maker space in primary and secondary schools? All these are worth exploring further. For this reason, Mr. Wu Junjie and I each tried to build a school makerspace in Wenzhou Middle School and Beijing Jingshan School. Here, I take the construction of the DF makerspace in Wenzhou Middle School as an example and introduce some thoughts on its construction process.

? Creative space to clarify the construction goal

The positioning of the construction goal of the creative space is very important. The positioning of Shanghai New Workshop is a pure place for creators to communicate. Chai Huo Creator and Nanjing Creator are different, they also take on the function of "technology incubator". Unlike these creative spaces, the construction of primary and secondary school creative spaces is to meet the needs of students' hands-on practice, provide them with the opportunity to "use knowledge", and strive to realize their whimsical ideas. From this point of view, the primary and secondary schools of the creative space in fact has an open laboratory, club room and library and other functions.

To this end, I have set the following goal: Wenzhou Middle School DF Makerspace is oriented to the three campuses of Wenzhou Middle School, providing a fixed activity and communication place for students who love to do and make things. Through a variety of maker sharing activities, students are encouraged to take the initiative to participate in innovative practices, research interdisciplinary and comprehensive projects, improve technology and exchange ideas, and ultimately form a place of convergence of creativity, a "dream laboratory" that allows ideas to become reality.

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Teachers often ask me for help to understand how much money is needed to build a maker space, what tools need to be purchased, and so on. In fact, a makerspace is not a mystery, nor does it require very expensive tools and equipment. David Li, co-founder of Shanghai New Workshop, once said that on the first day it opened its doors, it only had 15 square meters of space, five Arduino control boards, and a few remote-controlled cars. However, after all, primary and secondary school creative space is for minors who do not have the ability to purchase independently, so compared to the social creative space, the preparation of tools and equipment should be as comprehensive as possible, and should be able to meet the needs of most of the students' research and practice. Moreover, because the object of use is minors, the selection of tools and equipment should be based on the first principle of safety. Combined with the characteristics of well-known domestic creative space, we can summarize some of the necessary conditions for primary and secondary school creative space.

1. To have a large enough place

Large enough does not mean that the bigger the better, but according to the actual situation to determine. Generally speaking, a maker space only needs to have a room the size of an ordinary classroom, which can accommodate 4 to 6 workbenches, some larger processing tools, such as laser cutters, 3D printers, etc., as well as a certain amount of space to store the students' maker works and semi-finished products in a locker.

Considering that a maker space has to organize maker sharing activities frequently, it is important to consider whether there is a common multimedia classroom or machine room in the vicinity when choosing a venue. And maker presentations are usually not just for makerspace members, but are available to all students in the school and tend to have a larger audience. Some larger-scale maker workshops (WorkShops) also need to be set up with temporary venues that can accommodate more students. For primary and secondary schools, junior members of a makerspace will also have to take some basic maker-type courses, such as 3D design and printing operations, S4A, A ...... >>

What is maker education?

It integrates the ideas of innovation education, experiential education, and project-based learning, and is in tune with the curious and creative nature of students. The main carrier of the curriculum, such as Shandong Meicheng integration of science, math, physics, chemistry, art and other subject knowledge, to develop students' imagination, creativity and problem-solving skills. I hope my answer can help you!!!!

What is the concept of primary and secondary school creativity education?

Let innovation become a kind of ability and habit, such as guiding students to turn the ideas in their mind into buildable 3D models through creative 3D software such as 3DOne.

What does Creative Education generally learn?

It's the robotics of this kind of electronic knowledge, small Gates robotics education, teachers are strong, children can learn practical things, hands-on ability and thinking ability will have a very good improvement.

Primary and secondary schools to carry out the creation of the main three ways of education

Creative training is basically three forms:

First, the experiential training. Interest is the best teacher. Contemporary Chinese young people's first stirrings of interest in science and technology basically come from the classroom. Immersive science and technology production classes and magical trips to science and technology museums have ignited young people's intense curiosity about natural and applied sciences. As a result, some educators slowly bring young people into hands-on practice by developing some simple handmade and assembled experiments. The effect of this experiential training is obvious, but the shortcomings also lie in the fact that most of the experience stays in the stage of "hearing" or "imitation", and even if there are some manufacturing opportunities, they are finished products or semi-finished products assembled and assembled, which is difficult for learners to maintain a long-term interest and really develop something of their own interest. It is difficult for learners to maintain long-term interest and really develop something that interests them.

Second, literacy-based cultivation. The curriculum is a key component of education and teaching. On the basis of experiential cultivation, educators have begun to pay attention to the establishment of a long-term mechanism for young people's interest in science and technology, and to make it coherent through the curriculum. This approach puts more emphasis on literacy cultivation, supplementing and reinforcing innovation as a necessity for personal literacy. Long-term interest in order to make the interest into results, some small creators in such a mechanism of rapid growth, although it is not necessarily 100% can become a complete creative, or called the starting point of entrepreneurship, but it gives a lot of young people, especially after 90 a chance to try.

Third, platform-based education. Experience and curriculum are the conditions for the cultivation of creators, and the two should not be neglected. But is this enough? Obviously not. At present, creator education has entered the stage of platform education. If students are in a very autonomous and open space, supplemented by technological support and mentor support, they can better stimulate their interest, cultivate their creativity and application ability, and give full play to their creativity. In addition, this process can also develop students' teamwork and problem-solving skills. Such a comprehensive platform is currently the most mature mode of creativity education.

Who knows about creator education?

Creative education is an effective way to realize the enhancement of innovation ability and the cultivation of innovative talents. It is considered to be a very good way to enhance students' practicality, inquisitiveness and creativity. The core of the concept of Creative Education is to cultivate students' innovative awareness, innovative thinking and innovative ability through hands-on practice, and to help students release the constraints brought by the classroom, including cognitive constraints, curricular constraints, aptitude constraints, domain constraints and variability constraints. As such, Creative Education is more than just a form of activity; as a unique mode of thinking, inquiry and action, it also requires imagination, collaboration and the ability to integrate resources creatively.