Research On Robot Curriculum Design And Practice In Junior Middle School Based On Project-based Learning

In the era of artificial intelligence,a large number of robot products emerge,and it has become an inevitable trend for robot education to enter the classroom.The United States,Japan and other developed countries have formulated relevant robot development strategies.A large number of existing studies show that robots have rich educational and practical value and have great potential in promoting students’ interdisciplinary learning,logical thinking and problem-solving ability.However,in terms of the current domestic development,robot competitions and extracurricular interest classes promoted by social institutions or enterprises still account for the main part of the form of robot education.How to improve the proportion of robot education classroom needs to explore the classroom teaching mode and improve the curriculum quality.Project-based learning provides an opportunity for robot education to enter the classroom.With the help of project-based learning,which is different from the traditional classroom organization and diversified evaluation methods,we can effectively improve the level of robot education.Therefore,how to organically combine the advantages of project-based learning with robot education is a topic worthy of further study.Based on this,this study attempts to build a junior middle school robot teaching model based on project-based learning,design junior middle school robot teaching cases and carry out practical research on this model,analyze the implementation effect of this teaching model to verify the feasibility of this model,and give teaching suggestions for the problems in the process of practice.Firstly,this paper combs the relevant literature research results of robot education and project-based learning respectively,and finds that project-based learning and robot education are also applicable to problem driven,scientific exploration,peer cooperation and iterative update.Their operation mechanisms match each other,which provides the possibility for the construction of robot curriculum model in junior middle school based on project-based learning.Secondly,this study combs and analyzes the contents of the existing robot teaching materials in junior middle school,summarizes that the robot curriculum has the characteristics of interdisciplinary,logical,practical,creative and interesting,and puts forward five principles for the construc tion of robot teaching mode in junior middle school:Then,the construction of robot teaching mode in junior middle school based on project-based learning is described in detail from three aspects: Project theme design,project activity design and teaching evaluation design.In this teaching mode,two teaching cases of obstacle avoidance robot and voice controlled energy-saving lamp are designed with the help of m Bot robot platform and m Block programming platform,and teaching practice is carried out among the first grade students of a middle school.In the process of teaching practice,according to the assistant teacher’s classroom observation and students’ learning effect,carry out teaching reflection and adjust the details of teaching mode.Finally,after the teaching,the ability data of students before and after class are analyzed through the 5C ability evaluation scale developed by Professor Huang Guozhen.On the basis of data analysis and combined with students’ after-school satisfaction feedback,the author gives suggestions for the follow-up improvement of junior middle school robot course based on project-based learning.Based on the data analysis results of student ability test questionnaire and classroom observation scale,this study found that the junior middle school robot course based on project-based learning can significantly improve students’ problem-solving ability,teamwork ability,communication ability and critical thinking.At the same time,in the follow-up robot course,we should pay attention to the integration of multi-disciplinary knowledge,expand students’ comprehensive thinking ability,provide diversified indicators for students’ self-evaluation,and pay attention to the improvement of students’ logical thinking ability.In conclusion,the robot teaching mode designed in this study has been proved to be feasible by practice,and can provide a certain reference for robot education in junior middle school to enter the classroom.