本文選題：STEM　切入點：Arduino　出處：《南京師范大學(xué)》2015年碩士論文

【摘要】：機器人教育強調(diào)手腦并用,是培養(yǎng)學(xué)生創(chuàng)新精神和實踐能力的重要途徑,是實現(xiàn)“制造”大國邁向“智造”大國的教育基礎(chǔ)之一。近年來,隨著基礎(chǔ)教育新課程改革的不斷深入實施,機器人教育逐步成為中小學(xué)信息技術(shù)課程中不可缺少的部分,其教育價值已經(jīng)得到社會的認(rèn)可。在國外,已經(jīng)有學(xué)者提出將機器人教育與數(shù)學(xué)、物理、科學(xué)等學(xué)科進(jìn)行整合的思路,從而達(dá)到豐富學(xué)科教學(xué)的目的,然而,我國的機器人教育還處在初步發(fā)展階段,在機器人教學(xué)活動的設(shè)計中并沒有過多的關(guān)注機器人所涉及的其他學(xué)科的內(nèi)容。為改進(jìn)這一問題,本研究以STEM理念為指導(dǎo)、以Arduino為平臺、以項目學(xué)習(xí)為載體開展了機器人教學(xué)實證研究。本研究主要采用準(zhǔn)實驗研究法,以溫州市溫州中學(xué)新疆部選修Arduino課程的學(xué)生為實驗對象,從如下四個層面分別評估學(xué)生在經(jīng)歷STEM理念指導(dǎo)下的機器人課程學(xué)習(xí)之后的變化：(1)學(xué)生學(xué)習(xí)機器人的態(tài)度；(2)學(xué)生的創(chuàng)造力；(3)學(xué)生學(xué)習(xí)其他學(xué)科的態(tài)度；(4)學(xué)生的機器人知識和技術(shù)水平。本文共分為六部分。第一章,對本文的研究背景、選題理由、相關(guān)概念、研究現(xiàn)狀、研究內(nèi)容、方法與假設(shè)進(jìn)行了闡述。第二章,介紹了STEM教育與機器人教育的緊密聯(lián)系。第三章,討論了基于STEM的Arduino機器人教學(xué)內(nèi)容的設(shè)計與開發(fā)。第四章,討論了基于STEM的機器人教學(xué)的具體實施,并列舉了幾個教學(xué)案例。第五章,使用SPSS軟件、Excel對學(xué)生作品、學(xué)生創(chuàng)造力傾向、學(xué)生機器人態(tài)度、學(xué)習(xí)其他學(xué)科的態(tài)度等四個方面的數(shù)據(jù)進(jìn)行了統(tǒng)計和分析,并得出了相關(guān)結(jié)論。第六章,對本研究進(jìn)行了總結(jié)。通過對實驗數(shù)據(jù)進(jìn)行統(tǒng)計分析,實驗結(jié)果表明,在經(jīng)歷STEM理念指導(dǎo)的機器人課程學(xué)習(xí)之后：(1)對"Arduino創(chuàng)意機器人”課程而言,基于STEM的Arduino機器人教學(xué)項目的設(shè)計研究做出的調(diào)整具有一定的可行性和正確性；(2)學(xué)生學(xué)習(xí)機器人的態(tài)度可能存在顯著差異,特別表現(xiàn)在更低的“焦慮”水平、更高的“喜歡”水平以及更堅定的“執(zhí)著”水平。(3)學(xué)生的創(chuàng)造力可能存在顯著差異,尤其表現(xiàn)在更濃厚的“好奇心”和更豐富的“想象力”水平。(4)學(xué)生學(xué)習(xí)其他學(xué)科的學(xué)習(xí)態(tài)度有所改變,特別體現(xiàn)在數(shù)學(xué)、物理等學(xué)科。(5)學(xué)生關(guān)于機器人的基本知識和技術(shù)有所掌握,并能結(jié)合現(xiàn)實生活、已有知識經(jīng)驗制作一些有創(chuàng)意的機器人作品。
[Abstract]:Robot education emphasizes the use of hands and brains, which is an important way to cultivate students' creative spirit and practical ability, and is one of the educational bases to realize the "manufacturing" power to "intellectual" country.In recent years, with the continuous implementation of the new curriculum reform of basic education, robot education has gradually become an indispensable part of the information technology curriculum in primary and secondary schools, and its educational value has been recognized by the society.In foreign countries, some scholars have put forward the idea of integrating robot education with mathematics, physics, science and so on, so as to achieve the goal of enriching the subject teaching. However, robot education in our country is still in the initial stage of development.The design of robot teaching activities does not pay much attention to the contents of other subjects involved in robot teaching.In order to improve this problem, an empirical study on robot teaching is carried out under the guidance of STEM concept, Arduino as a platform and project learning as a carrier.This study mainly adopts the quasi-experimental research method, taking the students of Xinjiang Department of Wenzhou Middle School in Wenzhou City as the experimental object.From the following four levels, respectively, assess the changes in students' learning of robot courses under the guidance of the STEM concept: 1) attitudes of students in learning robots 2) creativity of students / 3) attitudes of students in learning other subjectsLevel of knowledge and technology.This paper is divided into six parts.In the first chapter, the research background, the reason of choosing the topic, the related concepts, the research status, the research content, the method and the hypothesis are expounded.The second chapter introduces the close relation between STEM education and robot education.In the third chapter, the design and development of Arduino robot teaching content based on STEM are discussed.Chapter 4 discusses the implementation of robot teaching based on STEM, and enumerates several teaching cases.In the fifth chapter, the author makes statistics and analysis on the data of students' works, students' creative tendency, students' attitude of robot and attitude of learning other subjects by using SPSS software, and draws the relevant conclusions.Chapter six summarizes the research.Through the statistical analysis of the experimental data, the experimental results show that, after learning the robot course guided by the STEM concept, the "Arduino Creative Robot" course is "Arduino Creative Robot".The adjustment made by the design and research of the Arduino robot teaching project based on STEM has certain feasibility and correctness. There may be significant differences in the attitude of the students to learn the robot, especially in the lower level of "anxiety".There may be significant differences in creativity between higher "like" levels and firmer "persistence" levels.In particular, there is a change in students' attitudes towards learning other subjects, especially in mathematics, as shown by a stronger level of "curiosity" and a greater level of "imagination".Physics and other subjects. (5) students master the basic knowledge and technology of robots, and can combine with real life, have knowledge and experience to make some creative robot works.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.67

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本文編號：1717657