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机器人教学进入中小学已有多年,但在过去较长一段时间里,它都是以课外兴趣活动的形式存在的。由于大多数学生课业负担较重,进行兴趣活动时往往力不从心,机器人比赛成为少数学有余力的学生展示自我的舞台。同时,整个社会和相关大专院校对机器人比赛的关注度较高,学校的机器人教学便主要围绕这部分可能赛出成绩的学生展开。久而久之,学生的项目研究越来越专业化,技术含量也越来越高,机器人教学逐渐成为一种精英式教学。这种课程活动方式难以满足更多学生对机器人教学的需要。随着二期课改的推进,教师教学更加注重培养学生能力,课程设置也更多考虑研究性和拓展性。机器人学科丰富的课程结构和开放的实践平台使其有了与其他学科相互渗透、相互补充的可能性。高中物理新教材就将机器人技术作为一个独立的章节,要求学生必须了解。在这种环境下,开展机器人教学就成为各个学校需要承担的任务。
Robot teaching has been in primary and secondary schools for many years, but in the past for a long period of time, it has been in the form of extracurricular activities. Because most of the students have a heavy academic load, they often do not have enough time to carry out their hobby activities. The robot race has become a platform for a few students to show off themselves. At the same time, the society as a whole and related tertiary institutions are paying more attention to the robot competition. The teaching of robotics in schools mainly revolves around the students who may score in this part. With the passage of time, the project of student’s study is more and more specialized, the technical content is higher and higher, the robot teaching has become a kind of elite teaching gradually. This course activity is difficult to meet the needs of more students in robot teaching. With the promotion of the second phase of curriculum reform, teachers teaching more pay attention to cultivating students’ ability, the curriculum is also more consideration of research and expansion. Robotic discipline rich curriculum structure and open practice platform so that it has the mutual penetration and complementarity with other disciplines. New physics textbooks in high school put robotics as a separate chapter, requiring students to understand. In this environment, the robot teaching has become the task of various schools need to undertake.