A Research On Robot Education For The Cultivation Of Middle School Students’ Self-regulated Learning

Since we are in the information society, education for all-around development and life-long learning requires the educational system to cultivate middle school students’ self-regulated learning according to their Characteristics of age, psychology and cognition.In order to cultivate students’ self-regulated learning abilities, they should be provided more autonomy, space, time,methods and strategies to have themselves study autonomously.Compared with traditional subjects, robot education provides students with more autonomy no matter in task assignment or teaching models. The teaching activities of robot education can stimulate students’ interests to study and cultivate their information literacy, and all kinds of abilities like innovation, logical thinking, practice, collaboration skills and problem solving and so on.This thesis is a research on how robot education improve independent learning. It also gives other subjects’ teaching some reference.Documentary analysis, questionnaire survey, interview method are applied in this thesis. On the basis of the existed research, the study of relevant problems like the research on how robot education teaching activities promote and cultivate middle students’ self-regulated learning abilities is promoted. Constructivism, humanism, cognitivism which are from pedagogy and psychology are utilized in this thesis.The thesis consists five chapters:Chapter I is an introduction to robot education for the cultivation of middle school students’ self-regulated learning from the four aspects: research background, status,significance and methods.Chapter II discusses the relationship between robot education and students’ independent learning ability. Five sections consist this chapter to define the concepts of independent learning and robot education. The related factors which influence on students’ independent learning and the influence of robot education on students’ independent learning are analyzed,and the theoretical basis on which robot education promote independent learning is also described in this chapter.Questionnaire and analysis is present in chapter III to analyze whether robot education plays a role in all related factors by the questionnaire analysis. The three aspects, learning motivation,strategy,environment are designed in the questionnaire. Several dimensions are displayed in each aspect. The three dimensions, self efficacy, interest and need for achievement consist the learning motivation aspect. Meta-cognition, cognitive strategies, goal-setting, the ability of applying knowledge to practice and Collaboration Skills, these five dimensions form self-regulated learning strategy aspect. Social environment and physical environment both compose the self-regulated learning environment. A number of related topics which investigate the related factors involved in the motivation of self-regulated learning are designed in each dimension.There are three sections in chapter IV, robot education for promotion of self-regulated learning teaching practice. By means of teaching examples practice, interview with students by presetting the topic, understanding more viewpoints from students on robot courses and whether self-regulated learning abilities are greatly cultivated after joining in the robot activities. Learning guide design thinking are analyzed at length. Those are designed in accordance with the self-regulated learning model.Chapter V is conclusion which analyzes and summarizes the research characteristics and Shortcomings in present studies.By analyzing and studying all related factors which influence self-regulated learning, the thesis analyzes and studies the influence of robot education on these factors and the percentage change to prove robot activities have an effect on the cultivation and promotion of students’ self-regulated learning abilities.