Design Of Children's Teaching Resources Based On Tangible Programmable Robots

As the era of artificial intelligence comes,programming education is gradually becoming child-oriented.The way of robotics that are tangible programmable can prevent young children from touching the electronic screen and boring source code,which is in line with children's cognitive development from touch,images to text.During this period of learning the structure and logic of programming through robotics,the purpose of cultivating preschool kids' computational thinking is achieved.However,the current tangible programmable robotics teaching resources for children aged 3-6 are scarce.Picture books are used frequently in kindergartens and are very popular among young children.In order to promote the development of kindergarten physical robot programming education,transform picture books,create story situations,integrate the contents of physical robots and picture books,and explore a teaching resource which is not only in line with children's cognition development but also easy for teachers to master,so that they can teach children tangible programmable robotics programming.And in the process,teachers can specifically train children's logic,algorithmic,abstract and other computational thinking skills.This article first summarizes the theory of early childhood education.Based on the theoretical guidance of "real teaching aids" and "game activities",a situational teaching model for children's tangible programmable robotics based on story narration is designed.Finally,empirical research is used to analyze and evaluate the rationality of the story-based preschool tangible programmable robotics teaching model designed in this paper.Specific research contents are as follows(1)In order to cultivate children's computing thinking ability,analyze the classic theory of early childhood education,and investigate the representative physical programming products on the market.Due to the shortcomings of commercialization of existing resources,adapt or replace children's picture books,and build a situational teaching resource model of tangible programmable robotics,which are in line with the cognitive level of young children.(2)Design the elements of situational teaching resources.Analyze the characteristics of children's learners,based on Bruner's "action-graphic image-abstract symbol"cognitive development theory,design the progressive three-stage resource element composition.According to the classification and design principles of map elements,construct a scene map element composition based on the story situation,and design a map generation method.Analyze the cognitive advantages of the symbols,complete the design and organization of programming instructions,computational thinking and other symbols.(3)Construct a situational teaching scene.For the purpose of cultivating computational thinking,organize resource elements and create contextualized teaching scenarios.First import picture books to create story situations and design scene tasks.Then repeat the story based on the scene map,mark the map with the starting point,the relay point,etc.,establish the association between the picture book,the map and the robot path.Finally,select the appropriate thinking training method and design the practical process of tangible programmable robotics programming.(4)Select some kindergarten students as the survey participants,carry out empirical research,and evaluate the effectiveness of teaching resources applied to kindergarten students by analyzing factors such as the success rate of the task,completion time,travel path,and the number of out of bounds.The results show that the resource has high applicability among children aged 3-6.