Teaching Design And Practice Of Artificial Intelligence Course For Cultivating Collaborative Problem Solving Competency

Collaborative problem-solving competency is an important competency that should be possessed in the 21 st century.How to cultivate collaborative problem-solving competency has attracted much attention and needs to be solved urgently.Project-based learning is a teaching mode that emphasizes group collaborative learning and solving practical problems,and is advocated for application in artificial intelligence classroom.Inspired by artificial intelligence course's nature and existing models,based on the "project-based learning" teaching model,combined with the model of problem-solving process and the situation of the students,the artificial intelligence classroom teaching model that cultivates collaborative problem-solving competency was designed.Under the guidance of this model,teaching design and practice were carried out according to the situation of students,teaching environment,etc.,and the cultivation of collaborative problem-solving competency was tested.During the action research,document method,quasi-experiment,questionnaire method,observational method and interviewing were used comprehensively.To lay a theoretical foundation and design a teaching mode through literature research.Based on the teaching mode and the actual situation,the teaching design was carried out,and teaching practice was carried out in two classes in grade one of junior high school;a quasi-experiment with before and after comparison was carried out to explore the influence of teaching intervention on their collaborative problem-solving competency.Analysis and reflection were carried out based on the feedback obtained from observations,interviews and questionnaires,so as to improve the teaching model and carry out a new round of teaching design and practice.After three rounds of iteration,the collaborative problem-solving competency and its cross dimensions of the two classes have been significantly improved,so the teaching is effective.Although the initial collaborative problem-solving competency,course expectation and collaborative learning willingness of the two classes are different,there is no significant difference in the improvement of collaborative problem-solving competency after three rounds of teaching.The teaching designed in this study is universal to a certain extent.In addition,the classroom satisfaction of the three rounds of teaching are all at an upper-middle level,and the classroom teaching of this research is relatively recognized by students,and its operability is relatively strong.