本文選題：機(jī)器人　切入點(diǎn)：機(jī)器人競(jìng)賽　出處：《南京師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：教育機(jī)器人的開(kāi)發(fā)與應(yīng)用涉及到感測(cè)技術(shù)、通信技術(shù)、智能技術(shù)和控制技術(shù),是進(jìn)行信息技術(shù)和通用技術(shù)教育的最佳載體,也是培養(yǎng)學(xué)生信息素養(yǎng)、提高創(chuàng)新精神和綜合實(shí)踐能力的有效平臺(tái)。近些年,很多地方將機(jī)器人課程作為校本課程引入學(xué)校教育。對(duì)于我們這樣經(jīng)濟(jì)欠發(fā)達(dá)地區(qū)的學(xué)校來(lái)說(shuō),無(wú)法向機(jī)器人的普及性教育投入大量的人力、物力、財(cái)力,但又不想失去機(jī)器人這個(gè)良好的培養(yǎng)學(xué)生綜合能力的載體。高中階段的競(jìng)賽培訓(xùn)是最具校本特色的課程,所以選擇競(jìng)賽課程的形式,研究高中學(xué)生心理以及學(xué)習(xí)特點(diǎn)、分析各類機(jī)器人競(jìng)賽的特點(diǎn),開(kāi)發(fā)機(jī)器人競(jìng)賽校本課程。本文依據(jù)筆者在開(kāi)展機(jī)器人競(jìng)賽教學(xué)的實(shí)踐經(jīng)驗(yàn),通過(guò)查閱文獻(xiàn)資料,吸收已有研究成果,在了解國(guó)內(nèi)外機(jī)器人競(jìng)賽和機(jī)器人教育開(kāi)展現(xiàn)狀的基礎(chǔ)上,在學(xué)習(xí)和借鑒各家實(shí)踐探索和研究的基礎(chǔ)上,對(duì)我校機(jī)器人競(jìng)賽校本課程開(kāi)發(fā)作了初步的探索。運(yùn)用建構(gòu)主義學(xué)習(xí)理論和多元智能學(xué)習(xí)理論,通過(guò)教學(xué)實(shí)踐分析機(jī)器人競(jìng)賽課程教學(xué)的理論和方法,初步構(gòu)建教學(xué)、創(chuàng)新、競(jìng)賽三位一體的人才培養(yǎng)模式。建設(shè)與機(jī)器人競(jìng)賽相關(guān)的課程、教學(xué)內(nèi)容、教學(xué)方法和實(shí)踐體系。本文包括五個(gè)部分：第一部分是高中機(jī)器人競(jìng)賽校本課程開(kāi)發(fā)的背景,概述了國(guó)內(nèi)外機(jī)器人教育的現(xiàn)狀和國(guó)內(nèi)外各類機(jī)器人競(jìng)賽項(xiàng)目的情況,提出當(dāng)前機(jī)器人競(jìng)賽教學(xué)中存在的問(wèn)題,闡述機(jī)器人競(jìng)賽課程開(kāi)發(fā)的意義；第二部分是高中機(jī)器人競(jìng)賽校本課程開(kāi)發(fā),重點(diǎn)分析了機(jī)器人競(jìng)賽課程開(kāi)發(fā)的理論依據(jù)和現(xiàn)實(shí)意義,闡述機(jī)器人競(jìng)賽課程的教學(xué)目標(biāo),教學(xué)對(duì)象,教學(xué)組織和課程設(shè)置;第三部分是我校高中機(jī)器人競(jìng)賽校本課程開(kāi)發(fā)的實(shí)踐探索,闡述了我校機(jī)器人競(jìng)賽課程的內(nèi)容選擇、實(shí)施策略、教學(xué)策略和教學(xué)評(píng)價(jià)；第四部分是我校機(jī)器人競(jìng)賽校本課程開(kāi)發(fā)的實(shí)施成果,介紹了我校機(jī)器人競(jìng)賽校本課程開(kāi)發(fā)的實(shí)踐成果,并對(duì)我校機(jī)器人競(jìng)賽校本課程開(kāi)展情況進(jìn)行反思；第五部分結(jié)語(yǔ)以我校機(jī)器人課程取得的成效拓展到對(duì)機(jī)器人競(jìng)賽課程開(kāi)發(fā)的思考與憧憬。
[Abstract]:The development and application of educational robot involves sensing technology, communication technology, intelligent technology and control technology. It is the best carrier of information technology and general technology education, and it is also the cultivation of students' information literacy. An effective platform for improving innovation and comprehensive practical capabilities. In recent years, robotics has been introduced into school education in many places. For schools in less developed regions like ours, We can't put a lot of manpower, material and financial resources into the popularization of robot education, but we don't want to lose the robot, which is a good carrier of students' comprehensive ability. High school competition training is the most school-based course. Therefore, choosing the form of competition course, studying the psychology and learning characteristics of senior high school students, analyzing the characteristics of various robot competitions, and developing the school-based course of robot competition. Through consulting literature, absorbing the existing research results, on the basis of understanding the current situation of robot competition and robot education at home and abroad, learning and learning from the practice of exploration and research on the basis, This paper makes a preliminary exploration on the school-based curriculum development of robot competition in our university. By using constructivism learning theory and multiple intelligence learning theory, this paper analyzes the theory and method of robot competition course teaching through teaching practice, and constructs teaching and innovating preliminarily. This paper includes five parts: the first part is the background of the school-based curriculum development of robot competition in senior high school. This paper summarizes the present situation of robot education at home and abroad and the situation of all kinds of robot competition projects at home and abroad, puts forward the problems existing in the current robot competition teaching, and expounds the significance of the development of robot competition course. The second part is the high school robot competition school-based curriculum development, focusing on the theoretical basis and practical significance of robot competition curriculum development, describes the robot competition curriculum teaching objectives, teaching objects, teaching organization and curriculum setup; The third part is the practical exploration of the development of the school-based curriculum of robot competition in our school. It expounds the content selection, implementation strategy, teaching strategy and teaching evaluation of the robot competition course in our school. The 4th part is the implementation result of our school robot competition school-based curriculum development, introduced our school robot competition school-based curriculum development practice result, and carried on the reflection to our school robot competition school-based curriculum development situation; The conclusion of 5th part extends to the thinking and vision of robot competition course development with the result of robot course in our school.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G632.3

【共引文獻(xiàn)】

相關(guān)期刊論文 前3條

1 趙曉妍;杜林娟;范洪剛;謝東巖;李麗華;王娟;任思t，

本文編號(hào)：1637774