| The rapid development of robotics in the 21st century has been highly valued by various industries and even national levels,especially in the field of education.According to the "New Generation Artificial Intelligence Development Plan" issued by the State Council,it is proposed to set up artificial intelligence-related courses in the primary and secondary schools,gradually promote programming education,build artificial intelligence disciplines,and train interdisciplinary composite talents.Schools in various regions have actively called for corresponding efforts to actively explore the development path of robot education.However,when we actually started,there were some problems:such as the lack of teaching resources for robot education,teachers who don't know how to start in specific teaching activities,and the lack of organizational activity models for reference...Coincidentally,the author also encountered the above problems during the participation of the robot community in J school:the lack of teaching resources matching the VEX IQ educational robot during the community,the lack of suitable robot classroom activity model process...These problems need to focus on and solve Problems,this study is launched.This study uses the J school of the internship school where the author is located as an experimental basis,and takes the students of the school participating in the robot community as the research object.Under the guidance of the philosophy of philosophy,a robot community class with the theme of project challenges and task activities as the landing point was designed and implemented.Based on teaching observations and records,the existing problems were analyzed,summarized and reflected in order to The development of the teaching field of robotics plays an active role in promoting.The specific research contents are as follows:At the research method level,this article applies the literature research method,questionnaire survey method,action research method and classroom observation method.(1)When using the literature research method,the author reads and combs the current status of STEM education and robot education at home and abroad,and makes a comparative analysis of the different characteristics of the current status at home and abroad.(2)When using the questionnaire survey method,by sending out questionnaires on different topics to students before and after the implementation of the study,understand the students' learning characteristics and initial abilities,and use this as a reference to provide reference for subsequent course design and practice.(3)The action research method was used in the implementation of this study.The author took the robot community students of School J as the research object,and applied the designed robot curriculum content and classroom teaching framework to the actual teaching.During this period,a total of three rounds of action research were taken,and the problems occurred in the implementation of each round of teaching In order to improve the analysis and strive to form a more reasonable robot classroom teaching model framework.(4)The classroom observation method is applied in the course implementation.In the process of teaching implementation,the author observes and analyzes the performance of each group of students in classroom activities,records the adjustment strategies of the activities of each group of studens,and provides reference for the design of classroom activities.At the level of research results,the author conducted a one-semester teaching practice and inspection according to the designed robotic course,and extracted three typical teaching cases from teaching plan,teaching process implementation,teaching activity observation,summary and reflection Specific analysis.Based on the rational analysis and solution of the problems in each round of teaching,the content of the designed robot curriculum was verified and revised in practice,and a more reasonable organization framework for robot teaching activities was formed.In terms of research conclusions,after one semester of teaching practice and continuous improvement,the author found that students are more satisfied with the robot course,and the smoothness of the students in the task implementation also shows the characteristics of uniform distribution of difficulty gradients.In addition,with the help of questionnaire survey and software analysis,the author found that before and after the research,the students of the community have improved in five dimensions of creativity,communication,teamwork,critical thinking,and problem solving.Through teacher-student interviews,they found that students like The atmosphere of the community,learning how to find and solve problems,continuous self-innovation,willingness to discuss and communicate,express opinions,and realize the importance of teamwork,etc.,shows that the implementation of one-semester teaching is loved and affirmed by students.At the level of uniqueness of research,it is mainly reflected in two aspects:first,the design of IQ education robot courses for junior high school students' project-based learning.Compared with elementary and junior high schools,project-based teaching concepts are more widely used in higher education and vocational education,and project-based teaching is also more common in science,mathematics and other disciplines in a small number of junior high school courses.Attempt;The second is to construct a junior high school IQ educational robot community teaching activity model framework.For some problems in the implementation of robot classroom teaching,this study gives reference cases and classroom activity patterns.As a new field of talent training,robot education gradually shows great educational significance and development prospects for the cultivation of students' abilities.The research on robot education is continuing,and more front-line teachers,experts and scholars are needed to make in-depth research together to make greater contributions to the development of robot education in my country. |
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