中小学机器人教育的核心理论研究——论科学探究型教学模式
|
摘要
将机器人作为科学探究的工具和平台,开展丰富多样的科学探究活动,帮助学习者掌握机器人知识和跨学科知识,促进其科学探究能力的提升,是中小学机器人教育的一个重要发展方向。为满足这一发展需要,结合实践经验,采用文献研究方法,文章构建了基于机器人的科学探究型教学模式。该模式强调科学探究的过程设计、工具设计和评价设计,主张以科学探究的基本过程为教学主线,以机器人建模及数据统计与分析为核心技术支持,以综合评价方案为学习成效的评判依据。最后,结合案例研究,以探究小车匀变速直线运动为例,探讨了科学探究型教学模式的具体应用。
It is important to use robots as the tool and platform of scientific inquiry to carry out a variety of science inquiry activities, help learners to master the knowledge of robots and interdisciplines and promote learners' abilities of scientific inquiry in robot education of primary and secondary schools. In order to meet the needs of this development, combined with practical experience, this paper constructs a robot-based scientific inquiry model with literature research method. This model emphasizes the process design, tool design and evaluation design of scientific inquiry and advocates the basic process of scientific inquiry as the main line of teaching. Meanwhile, it is supported by robot modeling and data statistics and analysis, and the comprehensive evaluation scheme is used to assess learners' performance. Finally, a case is used to explore the application of the scientific inquiry teaching model.
It is important to use robots as the tool and platform of scientific inquiry to carry out a variety of science inquiry activities, help learners to master the knowledge of robots and interdisciplines and promote learners' abilities of scientific inquiry in robot education of primary and secondary schools. In order to meet the needs of this development, combined with practical experience, this paper constructs a robot-based scientific inquiry model with literature research method. This model emphasizes the process design, tool design and evaluation design of scientific inquiry and advocates the basic process of scientific inquiry as the main line of teaching. Meanwhile, it is supported by robot modeling and data statistics and analysis, and the comprehensive evaluation scheme is used to assess learners' performance. Finally, a case is used to explore the application of the scientific inquiry teaching model.
引文
[1]钟柏昌.中小学机器人教育的核心理论研究——机器人教学模式的新分类[J].电化教育研究,2016(12):87-92.
[2]ROBINSON M.Robotics-driven activities:can they improve middle school science learning[J].Bulletin of science,technology&society,2005,25(1):73-84.
[3]WILLIAMS D C,MA Y,PREJEAN L,et al.Acquisition of physics content knowledge and scientific inquiry skills in a robotics summer camp[J].Journal of research on technology in education,2007,40(2):201-216.
[4]CHURCH W J,FORD T,PEROVA N,et al.Physics with Robotics-using LEGO MINDSTORMS in high school education[C]//AAAISpring Symposium:Educational Robotics and Beyond.Menlo Park,CA:AAAI Press,2010:47-49.
[5]ALTIN H,PEDASTE M.Learning approaches to applying robotics in science education[J].Journal of baltic science education,2013,12(3):365-377.
[6]KHANLARI.Students’perception of the effects of educational technology on their learning and characteristics[J].International Journal of science and applied information technology,2013,2(2):58-61.
[7]NUGENT G,BARKER B,GRANDGENETT N,ADAMCHUCK V.Impact of robotics and geospatial technology interventions on youth STEM learning and attitudes[J].Journal of research on technology in education,2010,42(4):391-408.
[8]吴俊杰,梁森山,李松泽.“消失墨水”褪色过程中反应速率的研究[J].教学仪器与实验,2012(3):8-11.
[9]朱广艳.有效利用信息技术培养学生科学探究能力的思考——源于数字探究实验室的案例分析[J].电化教育研究,2008(4):25-28.
[10]柯清超,韩光艳.基于校园气象站的科学探究学习及其成效分析[J].电化教育研究,2008(7):64-68.
[11]袁维新.科学探究教学模式的反思与批判[J].教育学报,2006(4):14-17.
[12]陈琴,庞丽娟.科学探究:本质、特征与过程的思考[J].教育科学,2005(1):1-5.
[13]约翰·杜威.民主主义与教育[M].王承绪,译.北京:人民教育出版社,2001:237-242.
[14]蔡慧英,顾小清.设计学习技术支持STEM课堂教学的案例分析研究[J].电化教育研究,2016(3):93-100.
[15]HESTENES D.Notes for a modeling theory of science,cognition and physics education[C]//Proceedings of the GIREP Conference:Modelling in Physics and Physics Education.Amsterdam,NL:University of Amsterdam,2006:1-28.
[16]翟小铭,郭玉英.科学建模能力评述:内涵、模型及测评[J].教育学报,2015(6):77-82.
[17]NATIONAL RESEARCH COUNCIL.A framework for K-12 science education:practices,crosscutting concepts,and core ideas[M].Washington DC:The National Academics Press,2012.
[18]翟小铭,项华.科学探究形态举隅及对科学教育的启示[J].中学物理教学参考,2011(11):2-5.
[19]TROWBRIDGE L W,BYBEE R W,POWELL J C.Teaching secondary school science:strategies for developing scientific literacy[M].Colubus,Ohio:Prentice Hall,2000:207.
[20]OLSON S,LOUCKS-HORSLEY S.Inquiry and the National Science Education Standards:a guide for teaching and learning[M].Washington,DC:National Academies Press,2000:34-35.
[21]中华人民共和国教育部.全日制义务教育科学(7-9年级)课程标准(实验稿)[M].北京:北京师范大学出版社,2001:11-12.
[22]应向东.“科学探究”教学的哲学思考[J].课程·教材·教法,2006(5):64-68.
[2]ROBINSON M.Robotics-driven activities:can they improve middle school science learning[J].Bulletin of science,technology&society,2005,25(1):73-84.
[3]WILLIAMS D C,MA Y,PREJEAN L,et al.Acquisition of physics content knowledge and scientific inquiry skills in a robotics summer camp[J].Journal of research on technology in education,2007,40(2):201-216.
[4]CHURCH W J,FORD T,PEROVA N,et al.Physics with Robotics-using LEGO MINDSTORMS in high school education[C]//AAAISpring Symposium:Educational Robotics and Beyond.Menlo Park,CA:AAAI Press,2010:47-49.
[5]ALTIN H,PEDASTE M.Learning approaches to applying robotics in science education[J].Journal of baltic science education,2013,12(3):365-377.
[6]KHANLARI.Students’perception of the effects of educational technology on their learning and characteristics[J].International Journal of science and applied information technology,2013,2(2):58-61.
[7]NUGENT G,BARKER B,GRANDGENETT N,ADAMCHUCK V.Impact of robotics and geospatial technology interventions on youth STEM learning and attitudes[J].Journal of research on technology in education,2010,42(4):391-408.
[8]吴俊杰,梁森山,李松泽.“消失墨水”褪色过程中反应速率的研究[J].教学仪器与实验,2012(3):8-11.
[9]朱广艳.有效利用信息技术培养学生科学探究能力的思考——源于数字探究实验室的案例分析[J].电化教育研究,2008(4):25-28.
[10]柯清超,韩光艳.基于校园气象站的科学探究学习及其成效分析[J].电化教育研究,2008(7):64-68.
[11]袁维新.科学探究教学模式的反思与批判[J].教育学报,2006(4):14-17.
[12]陈琴,庞丽娟.科学探究:本质、特征与过程的思考[J].教育科学,2005(1):1-5.
[13]约翰·杜威.民主主义与教育[M].王承绪,译.北京:人民教育出版社,2001:237-242.
[14]蔡慧英,顾小清.设计学习技术支持STEM课堂教学的案例分析研究[J].电化教育研究,2016(3):93-100.
[15]HESTENES D.Notes for a modeling theory of science,cognition and physics education[C]//Proceedings of the GIREP Conference:Modelling in Physics and Physics Education.Amsterdam,NL:University of Amsterdam,2006:1-28.
[16]翟小铭,郭玉英.科学建模能力评述:内涵、模型及测评[J].教育学报,2015(6):77-82.
[17]NATIONAL RESEARCH COUNCIL.A framework for K-12 science education:practices,crosscutting concepts,and core ideas[M].Washington DC:The National Academics Press,2012.
[18]翟小铭,项华.科学探究形态举隅及对科学教育的启示[J].中学物理教学参考,2011(11):2-5.
[19]TROWBRIDGE L W,BYBEE R W,POWELL J C.Teaching secondary school science:strategies for developing scientific literacy[M].Colubus,Ohio:Prentice Hall,2000:207.
[20]OLSON S,LOUCKS-HORSLEY S.Inquiry and the National Science Education Standards:a guide for teaching and learning[M].Washington,DC:National Academies Press,2000:34-35.
[21]中华人民共和国教育部.全日制义务教育科学(7-9年级)课程标准(实验稿)[M].北京:北京师范大学出版社,2001:11-12.
[22]应向东.“科学探究”教学的哲学思考[J].课程·教材·教法,2006(5):64-68.