Abstract: Makerspace takes projects as the orientation, providing makers with real learning situations, which arouses makers’ interest in learning, promotes effective collaboration between makers, and enhance makers’ abilities of innovation and entrepreneurship. From the perspective of situated learning, this paper defines the connotation of makerspace; analyzes four elements of the makerspace, including domains, communities, practices and tools; studies the evolving process of those elements from birth stage, growth stage, maturation stage to decline stage of practice community ; explores how makerspace constructs an effective operation mechanism to improve makers’ learning efficiency in terms of four aspects which are as follows: motivation stimulation mechanism, activity engagement mechanism, support and guarantee mechanism, feedback and evaluation mechanism. The case analysis is carried on by taking Nanjing maker space as the example, so as to offer the guidance to the construction and optimization of environments for innovation and entrepreneurship in makerspace.

摘要： 创客空间以项目为导向，通过提供真实学习情境，激发创客学习兴趣，推动创客间有效协作，提升创客创新创业能力。从情境学习视角出发，界定创客空间内涵，从领域、共同体、实践与工具四方面分析创客空间构成要素，探究构成要素从实践共同体形成期、成长期、成熟期到衰退期的演进过程，研究创客空间如何从动力激发、活动参与、支撑保障、反馈评价等四方面构建有效运行机制，提高创客情境学习效率。以南京创客空间为例进行案例分析，为创客空间创新创业情境构建与设计优化提供借鉴。