创客教育视域下中小学机器人教学活动设计研究
发布时间：2018-08-02 08:37
【摘要】：近年来,我国将创新定位为未来发展的核心驱动要素.随着“大众创业、万众创新”的浪潮,国家对创新型人才的需求更为迫切。基础教育阶段的机器人教育承担着培养中小学生创新实践能力的重任,但却由于缺少教学理念指导,教学方式单一等问题,影响了创新能力培养的效果,因此,中小学机器人教育呼唤着教学创新。创客教育的出现,为教育创新增添了新活力,为突破机器人教育的瓶颈、转变当前机器人教育中对动手能力和创造力培养流于形式的现状提供了可能。为促进中小学机器人教育的有效开展,本研究尝试将创客教育与机器人教育进行有机融合,从理论和实践两个部分共同解决以下三个问题:“创客教育视域下中小学机器人教学活动的内涵是什么?”、“创客教育视域下的机器人教学活动的构成要素有哪些?”、“怎样的机器人教学活动能有效促进学生动手能力和创造力发展?”在理论探索部分,首先对中小学机器人教育的现状进行概括和分析,掌握现实中中小学机器人教育中存在的局限。随后,对国内外开展创客教育的教学活动形式进行梳理,分析当前实施创客教育的教学活动的优缺点。接着结合杜威的做中学理论、建造主义理论和活动理论,确定创客教育视域下中小学机器人教学活动设计的五大要素,并提出创客教育视域下中小学机器人教学活动框架。在实践探索部分,根据N初中的智能机器人校本课程设计了一系列教学活动,以验证教学活动框架的有效性,通过知识技能学习阶段、模仿阶段、创造阶段以及分享阶段的教学过程改变原有的机器人课程教学方式,促进学生对机器人知识内容的感知以及动手能力和创造力的发展。采用准实验研究法,以不同班级进行前测、后测来进行实验研究,对实验后的数据进行分析得出结论。研究结果主要有:1.提出了创客教育视域下中小学机器人教学活动设计应包括具有趣味性且与学生经验相关的教学情境、注重多学科融合的教学内容、注重创造型项目实施的教学活动、支持实践与分享的环境资源、贯穿整个学习过程的持续性多元教学评价这五要素;2.构建了包含“知识技能学习阶段”、“模仿阶段”“创造阶段”和“分享阶段”的“多层次、分阶段”的创客教育视域下中小学机器人教学活动设计框架;3.证实了本研究的教学活动设计能够提高学生对机器人、对科学的学习态度,提高学生对机器人课程的态度和学习效果,并能够提高学生的创造力倾向和动手能力,同时能够改变教师观念,进行教学创新;4.创客教育视域下的机器人教学活动设计框架和教学实践是有效的。
[Abstract]:In recent years, innovation has been positioned as the core driving factor of future development in China. With the wave of "mass entrepreneurship, mass innovation", the demand for innovative talents is more urgent. The robot education in the basic education stage undertakes the important task of cultivating the creative practical ability of the primary and middle school students. However, due to the lack of guidance of the teaching idea and the single teaching method, it affects the effect of the cultivation of the innovative ability. Robot education in primary and secondary schools calls for teaching innovation. The emergence of creative-guest education has added new vitality to educational innovation and provided the possibility for breaking through the bottleneck of robot education and changing the present situation of robot education in which the cultivation of hands-on ability and creativity is a mere formality. In order to promote the effective development of robot education in primary and secondary schools, this study attempts to integrate the creative education with robot education. In theory and practice, the following three problems are solved together: "what is the connotation of robot teaching activities in primary and secondary schools from the perspective of creative-guest education", "what are the constituent elements of robot teaching activities in the field of creative-guest education?" "what kind of robot teaching activities can effectively promote the development of students' hands-on ability and creativity?" In the part of theoretical exploration, the present situation of robot education in primary and secondary schools is summarized and analyzed, and the limitations of robot education in primary and secondary schools are grasped. Then, the author analyzes the advantages and disadvantages of the current teaching activities of creating guest education by combing the forms of teaching activities at home and abroad. Then combining Dewey's theory of doing learning, constructivism theory and activity theory, five elements of robot teaching activity design in primary and secondary schools under the field of creative education are determined, and the framework of robot teaching activities in primary and secondary schools under the field of creative-guest education is put forward. In the part of practice and exploration, a series of teaching activities are designed according to the intelligent robot school-based curriculum in N junior high school to verify the effectiveness of the framework of teaching activities, through the stage of knowledge and skill learning, the stage of imitation. The teaching process of creative stage and sharing stage changes the original teaching method of robot course and promotes the students' perception of robot knowledge content and the development of practical ability and creativity. By using the method of quasi-experimental research, the pre-test and post-test are carried out in different classes, and the conclusion is drawn by analyzing the data after the experiment. The main results of the study are: 1: 1. It is proposed that the design of robot teaching activities in primary and secondary schools should include interesting teaching situations related to students' experience, multi-disciplinary integration of teaching contents and creative project implementation. Supporting practice and sharing of environmental resources, throughout the learning process of continuous multi-teaching evaluation of these five elements. This paper constructs a "multi-level, phased" design framework of robot teaching activities in primary and secondary schools from the perspective of "knowledge and skill learning stage", "imitation stage" and "creation stage" and "sharing stage". It is proved that the design of teaching activities in this study can improve students' attitude towards robots and science, improve students' attitude and learning effect towards robot courses, and improve students' creative tendency and hands-on ability. At the same time, can change the concept of teachers, teaching innovation. The design framework and teaching practice of robot teaching activities in the field of creative education are effective.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4
本文编号：2158842
[Abstract]:In recent years, innovation has been positioned as the core driving factor of future development in China. With the wave of "mass entrepreneurship, mass innovation", the demand for innovative talents is more urgent. The robot education in the basic education stage undertakes the important task of cultivating the creative practical ability of the primary and middle school students. However, due to the lack of guidance of the teaching idea and the single teaching method, it affects the effect of the cultivation of the innovative ability. Robot education in primary and secondary schools calls for teaching innovation. The emergence of creative-guest education has added new vitality to educational innovation and provided the possibility for breaking through the bottleneck of robot education and changing the present situation of robot education in which the cultivation of hands-on ability and creativity is a mere formality. In order to promote the effective development of robot education in primary and secondary schools, this study attempts to integrate the creative education with robot education. In theory and practice, the following three problems are solved together: "what is the connotation of robot teaching activities in primary and secondary schools from the perspective of creative-guest education", "what are the constituent elements of robot teaching activities in the field of creative-guest education?" "what kind of robot teaching activities can effectively promote the development of students' hands-on ability and creativity?" In the part of theoretical exploration, the present situation of robot education in primary and secondary schools is summarized and analyzed, and the limitations of robot education in primary and secondary schools are grasped. Then, the author analyzes the advantages and disadvantages of the current teaching activities of creating guest education by combing the forms of teaching activities at home and abroad. Then combining Dewey's theory of doing learning, constructivism theory and activity theory, five elements of robot teaching activity design in primary and secondary schools under the field of creative education are determined, and the framework of robot teaching activities in primary and secondary schools under the field of creative-guest education is put forward. In the part of practice and exploration, a series of teaching activities are designed according to the intelligent robot school-based curriculum in N junior high school to verify the effectiveness of the framework of teaching activities, through the stage of knowledge and skill learning, the stage of imitation. The teaching process of creative stage and sharing stage changes the original teaching method of robot course and promotes the students' perception of robot knowledge content and the development of practical ability and creativity. By using the method of quasi-experimental research, the pre-test and post-test are carried out in different classes, and the conclusion is drawn by analyzing the data after the experiment. The main results of the study are: 1: 1. It is proposed that the design of robot teaching activities in primary and secondary schools should include interesting teaching situations related to students' experience, multi-disciplinary integration of teaching contents and creative project implementation. Supporting practice and sharing of environmental resources, throughout the learning process of continuous multi-teaching evaluation of these five elements. This paper constructs a "multi-level, phased" design framework of robot teaching activities in primary and secondary schools from the perspective of "knowledge and skill learning stage", "imitation stage" and "creation stage" and "sharing stage". It is proved that the design of teaching activities in this study can improve students' attitude towards robots and science, improve students' attitude and learning effect towards robot courses, and improve students' creative tendency and hands-on ability. At the same time, can change the concept of teachers, teaching innovation. The design framework and teaching practice of robot teaching activities in the field of creative education are effective.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4
【参考文献】
相关期刊论文 前10条
1 王佑镁;钱凯丽;华佳钰;郭静;;触摸真实的学习:迈向一种新的创客教育文化——国内外创客教育研究述评[J];电化教育研究;2017年02期
2 黄利华;包雪;王佑镁;李伟;;设计型学习:学校创客教育实践模式新探[J];中国电化教育;2016年11期
3 秦楠;张茂聪;;青少年创客教育:特点、核心要素及其发展[J];现代教育技术;2016年10期
4 王米雪;张立国;郑志高;;我国创客教育的实施路径探析[J];现代教育技术;2016年09期
5 王志强;卓泽林;;美国中小学创客教育的现状、理念与挑战[J];比较教育研究;2016年07期
6 钟柏昌;;谈创客教育的背景、本质、形式与支持系统[J];现代教育技术;2016年06期
7 王同聚;;基于“创客空间”的创客教育推进策略与实践——以“智创空间”开展中小学创客教育为例[J];中国电化教育;2016年06期
8 李卢一;郑燕林;;中小学创客空间建设的路径分析——来自美国中小学实践的启示[J];中国电化教育;2016年06期
9 杨现民;;建设创客课程:“创课”的内涵、特征及设计框架[J];远程教育杂志;2016年03期
10 白浩;周青;;论创客文化及其对现代课堂教学的影响[J];现代教育技术;2016年05期
相关硕士学位论文 前3条
1 崔占鹏;基于社会建造主义的在线学习活动设计[D];陕西师范大学;2014年
2 王娟;STEM整合视野下的机器人教学活动设计[D];温州大学;2014年
3 王益;STS教育视野下的机器人教育问题研究[D];浙江师范大学;2007年
，本文编号：2158842
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2158842.html
