中小学机器人教育的核心理论研究——论发明创造型教学模式  

Study on Core Theories of Robot Education in Primary and Secondary Schools:On Creative Teaching Model

作　　者：闫妮 钟柏昌[2] YAN Ni1, ZHONG Baichang2(1.Suzhou Industrial Park Jingcheng School, Suzhou Jiangsu 215021; 2.School of Education Science, Nanjing Normal University, Nanjing Jiangsu 21009)

机构地区：[1]苏州工业园区景城学校,江苏苏州215021 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《电化教育研究》2018年第4期66-72,共7页E-education Research

基　　金：江苏省第十四批"六大人才高峰"高层次人才项目"中小学机器人教学中的相异取向研究"(项目编号:JY-050)

摘　　要：现阶段机器人教学大多侧重模拟或模仿,主要指向机器人相关基础知识和基本技能的传授,导致机器人作品雷同、缺乏个性和创造性的现象非常普遍。要实现机器人教育培养学生实践创新素养的核心价值,必然要走向创造这一阶段。由此,发明创造型教学应运而生。发明创造型教学不会自然发生,它需要特定的理论指导;发明创造型教学也不会一蹴而就,它需要经历"模仿—微创新—创新"的发展过程。为此,可以将发明创造型教学分成"微创新"和"原始创新"两个水平或两种模式,两者均以工程设计过程为主线,不同的是,前者以逆向工程思想为理论指导,而后者以TRIZ创新方法为理论指导。实践表明,发明创造型教学模式具有较强的操作性和实用价值。At present, robot teaching focuses on simulation or imitation, and primarily involves teaching basic knowledge and skills of robots, which leads to the similarity of robot works, a lack of individuality and creativity. In order to realize the core value of robot education, it is necessary to move to innovation. Therefore, creative teaching comes into being. Creative teaching cannot happen naturally and it requires specific theoretical guidance. Also, creative teaching cannot be achieved overnight, and it needs to experience the development process of ＂imitation - micro-innovation -innovation＂. Therefore, creative teaching can be divided into two levels： ＂micro-innovation＂ and ＂original innovation＂, both of which are based on engineering design process. The former is guided by reverse engineering theoretically, while the latter by TRIZ innovation method. It has been found that the creative teaching mode has strong operability and practical value.

关 键 词：发明创造型教学 微创新 TRIZ 工程设计思想 逆向工程 

分 类 号：G434[文化科学—教育学]