【摘要】：近年來,我國將創(chuàng)新定位為未來發(fā)展的核心驅(qū)動(dòng)要素.隨著“大眾創(chuàng)業(yè)、萬眾創(chuàng)新”的浪潮,國家對(duì)創(chuàng)新型人才的需求更為迫切。基礎(chǔ)教育階段的機(jī)器人教育承擔(dān)著培養(yǎng)中小學(xué)生創(chuàng)新實(shí)踐能力的重任,但卻由于缺少教學(xué)理念指導(dǎo),教學(xué)方式單一等問題,影響了創(chuàng)新能力培養(yǎng)的效果,因此,中小學(xué)機(jī)器人教育呼喚著教學(xué)創(chuàng)新。創(chuàng)客教育的出現(xiàn),為教育創(chuàng)新增添了新活力,為突破機(jī)器人教育的瓶頸、轉(zhuǎn)變當(dāng)前機(jī)器人教育中對(duì)動(dòng)手能力和創(chuàng)造力培養(yǎng)流于形式的現(xiàn)狀提供了可能。為促進(jìn)中小學(xué)機(jī)器人教育的有效開展,本研究嘗試將創(chuàng)客教育與機(jī)器人教育進(jìn)行有機(jī)融合,從理論和實(shí)踐兩個(gè)部分共同解決以下三個(gè)問題:“創(chuàng)客教育視域下中小學(xué)機(jī)器人教學(xué)活動(dòng)的內(nèi)涵是什么?”、“創(chuàng)客教育視域下的機(jī)器人教學(xué)活動(dòng)的構(gòu)成要素有哪些?”、“怎樣的機(jī)器人教學(xué)活動(dòng)能有效促進(jìn)學(xué)生動(dòng)手能力和創(chuàng)造力發(fā)展?”在理論探索部分,首先對(duì)中小學(xué)機(jī)器人教育的現(xiàn)狀進(jìn)行概括和分析,掌握現(xiàn)實(shí)中中小學(xué)機(jī)器人教育中存在的局限。隨后,對(duì)國內(nèi)外開展創(chuàng)客教育的教學(xué)活動(dòng)形式進(jìn)行梳理,分析當(dāng)前實(shí)施創(chuàng)客教育的教學(xué)活動(dòng)的優(yōu)缺點(diǎn)。接著結(jié)合杜威的做中學(xué)理論、建造主義理論和活動(dòng)理論,確定創(chuàng)客教育視域下中小學(xué)機(jī)器人教學(xué)活動(dòng)設(shè)計(jì)的五大要素,并提出創(chuàng)客教育視域下中小學(xué)機(jī)器人教學(xué)活動(dòng)框架。在實(shí)踐探索部分,根據(jù)N初中的智能機(jī)器人校本課程設(shè)計(jì)了一系列教學(xué)活動(dòng),以驗(yàn)證教學(xué)活動(dòng)框架的有效性,通過知識(shí)技能學(xué)習(xí)階段、模仿階段、創(chuàng)造階段以及分享階段的教學(xué)過程改變?cè)械臋C(jī)器人課程教學(xué)方式,促進(jìn)學(xué)生對(duì)機(jī)器人知識(shí)內(nèi)容的感知以及動(dòng)手能力和創(chuàng)造力的發(fā)展。采用準(zhǔn)實(shí)驗(yàn)研究法,以不同班級(jí)進(jìn)行前測、后測來進(jìn)行實(shí)驗(yàn)研究,對(duì)實(shí)驗(yàn)后的數(shù)據(jù)進(jìn)行分析得出結(jié)論。研究結(jié)果主要有:1.提出了創(chuàng)客教育視域下中小學(xué)機(jī)器人教學(xué)活動(dòng)設(shè)計(jì)應(yīng)包括具有趣味性且與學(xué)生經(jīng)驗(yàn)相關(guān)的教學(xué)情境、注重多學(xué)科融合的教學(xué)內(nèi)容、注重創(chuàng)造型項(xiàng)目實(shí)施的教學(xué)活動(dòng)、支持實(shí)踐與分享的環(huán)境資源、貫穿整個(gè)學(xué)習(xí)過程的持續(xù)性多元教學(xué)評(píng)價(jià)這五要素;2.構(gòu)建了包含“知識(shí)技能學(xué)習(xí)階段”、“模仿階段”“創(chuàng)造階段”和“分享階段”的“多層次、分階段”的創(chuàng)客教育視域下中小學(xué)機(jī)器人教學(xué)活動(dòng)設(shè)計(jì)框架;3.證實(shí)了本研究的教學(xué)活動(dòng)設(shè)計(jì)能夠提高學(xué)生對(duì)機(jī)器人、對(duì)科學(xué)的學(xué)習(xí)態(tài)度,提高學(xué)生對(duì)機(jī)器人課程的態(tài)度和學(xué)習(xí)效果,并能夠提高學(xué)生的創(chuàng)造力傾向和動(dòng)手能力,同時(shí)能夠改變教師觀念,進(jìn)行教學(xué)創(chuàng)新;4.創(chuàng)客教育視域下的機(jī)器人教學(xué)活動(dòng)設(shè)計(jì)框架和教學(xué)實(shí)踐是有效的。
[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.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G632.4

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