Second, enrollment classes: grades 5 and 6
Third, the number of students enrolled: tentatively 20.
Four. Course introduction:
1, the necessity of setting up the course of group psychological expansion game activities;
2 1 century is the era of knowledge economy, and everyone is facing the constant renewal of knowledge. In order to adapt to the society and keep pace with the development of the times, we must develop more effective learning methods to enhance our learning ability.
Outward bound training, with its experiential learning mode of "learning first and then learning", breaks the traditional educational mode of "teaching", allowing students to learn knowledge and understand truth in happy and active participation, tap their own potential through personal experience, cultivate innovative spirit and practical ability, and promote the formation of good characters such as courage, tenacity, self-confidence and unity.
Outward bound training, as a new education method, conforms to the guiding ideology of the Central Committee of the Communist Party of China and the State Council on deepening education reform and promoting quality education in an all-round way, which is of great significance to promoting the reform of traditional education mode and improving the overall quality of teenagers.
Psychological outward bound training is a psychological training method developed in China in recent ten years. It is very effective to improve the individual's ability to adapt to social life, cultivate team spirit and release mental stress. At present, there are many psychological pressures, obstacles and problems among primary and secondary school students. It is difficult for schools to completely release and solve the psychological energy of primary and secondary school students only by ideological work and simple psychological counseling methods. And psychological development training has obvious advantages in this respect.
2. The significance of group psychological development game activity course:
The essence of psychological development training is an experiential training, through which students can get personal experience and insight by participating in activities. Then, under the guidance of the trainer, the team members communicate with each other, share their personal experiences and enhance their self-awareness.
1) release the pressure of life science and adjust the psychological balance.
2) Know your own potential and enhance your self-confidence.
3) Improve self-control ability and calmly cope with pressure and challenges.
4) Strengthen the spirit of exploration and innovation and cultivate enterprising spirit.
5) Learn to communicate and coordinate with others better and optimize the interpersonal environment.
6) Improve personality and cultivate courage, perseverance, sense of responsibility, sense of honor and positive values.
3. Group Sandplay Experience Course
"A grain of sand is a world", and sand is one of children's favorite materials to play with. The fluidity and plasticity of sand can make people use it to build castles, farmhouses, Yuan Ye, rivers, mountains … or anything imaginable. At a certain time, children will pay special attention to some special gadgets, such as boys' pistols and girls' dolls, which often play an irreplaceable role in children's psychological development. Even the most primitive and simple toys, such as small stones and sticks, can be used to build an imaginary picture.
Sandplay, which perfectly combines sandplay with dolls, shows people a wonderful psychological world. They maximize people's imagination, make people carefully construct various themes, and show intangible psychological facts in an appropriate symbolic way, so as to be treated and cured, created and developed! With this autobiographical experience, children can change their interpersonal communication mode in the sand table! First, the background and concept of robot course construction
Science and technology promote education, and knowledge changes fate. The development of information technology changes with each passing day. If the 1980s was the era of personal computers and the 1990s was the era of rapid development of the Internet, then the first decade of this century was the era of rapid development of intelligent robots. With the development of intelligent robot technology, it will be possible and inevitable for intelligent robot education to enter the classroom of primary and secondary school students. This activity is very helpful to the cultivation of students' comprehensive ability. First of all, it provides a vivid form of combining quality education and innovative education with cutting-edge research, and the content itself is interesting, practical, exploratory and comprehensive, which is easy to attract students to actively participate. At the same time, it is also one of the most effective ways for schools to carry out science and technology education.
Research Status: Some developed countries abroad are very optimistic about the role and influence of intelligent robot education on the future high-tech society, especially the cultivation of the innovation ability of the younger generation. They educate students with different degrees of intelligent robots in primary and secondary education. For example, introducing the origin of robots requires students to collect pictures, novels or videos of various robots. Ask the students to discuss the functions and limitations of robots and their possible effects on human beings in groups. These contents are mainly interspersed in the teaching of introduction to science, social studies and introduction to computer. In China, the penetration of intelligent robot technology into the field of education shows an accelerated development trend, and the intelligent robot cause and education cause are facing an excellent opportunity for leap-forward development at the same time. If China's "863" high-tech development plan at the end of last century regards "popularizing robot culture" as a strategic measure to develop China's robot industry, then in the new century, popularizing robot culture will increasingly become a strategic means to promote educational innovation.
Many schools in Qingdao have also carried out robot activities, but the intelligent robot activities in these schools are in the form of school robot societies or competition groups, but these have not entered the school curriculum system and have not really popularized the basic knowledge of robots to all students.
Our school started robot club activities from March 438, 1965 to March 2002. During the half-year robot activity, we have achieved good results in participating in regional and provincial competitions. At the same time, we have also accumulated some experience in robot education in community activities. In order to make robot teaching not deviate from the educational goal and development goal of the school-let every student develop, the principle of "popularization+improvement" was established. According to practical experience, teachers' level and students' development needs, an optional course of intelligent robot interest was set up, and it was decided to carry out practical research on introducing intelligent robot course into the classroom.
Robotics course, as a popular course, does not emphasize the systematicness and comprehensiveness of the course and does not pursue the professionalism of the course construction. The purpose is to make full use of the characteristics of robot teaching, cultivate students' practical ability and innovative spirit, and strive to make it a new platform for quality education. The idea of robot course is to cultivate students' logical thinking ability and problem analysis ability through robot teaching, to help students initially establish systematic views and consciousness in practice, and to promote the improvement of students' comprehensive quality.
Second, the classroom teaching practice of robot course construction
Robot learning needs students' life experience as the foundation, including students' ability to analyze and solve problems, which will affect the enthusiasm of robot learning, so the content must be suitable for students' learning practice. Combined with the actual situation of the school, our approach is: in the third grade, we began to understand what a robot is, use Lego virtual robot software to build learning, briefly introduce relevant mechanical principles, and cultivate children's hands-on ability and thinking ability; At the same time, vjc 1.5 is used to simulate the robot system, and simple pipeline programming can be understood preliminarily. In the fourth and fifth grades, learn robot programs, learn related programming techniques, cultivate students' logical thinking ability, and select students with good hands-on ability and thinking ability to supplement the advanced class; The sixth grade students are the highest grade in the school. It is their first time to contact with FLL robots, and they have participated in relevant training and competitions. Therefore, as members of the studio, they enjoy robot construction, programming, debugging and tasks through the combination of autonomous learning and concentrated training. Using such gradient bedding strategy in robot classroom teaching is beneficial to the cultivation of students' interest and conforms to students' cognitive law.
1. Teaching content
According to the above course ideas and objectives, we initially planned and designed the contents of four units in the first and middle stages of robot course teaching: knowing robots, controlling robots, detecting robots and robot paradise. In the first semester, VJC 1.5 simulation software is mainly used to learn the first two units, and in the second semester, entity robots are used to learn the contents of the last two units. In addition, 2 hours of study evaluation time and 2 hours of maneuver time are reserved for each semester.
① Understanding robots (6 class hours)
In this unit, students can know and understand the characteristics of robots and stimulate their interest in learning through the sports demonstration of Daiwa Lego brainstorming. Then through the teaching of some simple ideas and methods of robot control programming, students can learn how to write robot control program with flow chart on VJC 1.5 simulation software, and how to run and debug robot control program in simulation software, which lays a foundation for subsequent unit learning.
The content of the sixth lesson in this unit is: knowing robots, teaching robots to sing, robots to walk polygons, robots to draw circles, robots to walk arcs and robots to run around obstacles. In order to adapt to the teaching rhythm of robotics course, the teaching content of this unit is specially arranged with related and related content, forming a gradient structure of learning foundation in the first class and expanding in the second class.
The learning principle of this unit is based on the interest of learning content, the interface and operation of learning software, and the idea of learning control programming. Therefore, teachers are required to make full use of the interesting content and pay attention to the guidance and training of students' programming ideas, instead of teaching robots as computer courses and simply operating them.
② Control the robot (6 class hours)
The learning content of Unit 2 is organized by projects, and a project is completed in two classes. The three projects are: robot bumper car, robot maze and robot rail car.
Through the study of these three practical examples that students are interested in, students can initially understand and accurately use sensor control modules such as collision sensor, infrared obstacle detection and ground detection, and write robot control programs that can perceive the external environment and make decisions. Through the application of these sensors, students can cultivate their basic logical thinking ability, understand some programming concepts and methods such as detection, judgment, decision-making, and circulation, and apply them in practice, so as to write a robot control program that can meet the basic requirements of project tasks, with sensitive control and few errors.
As a hidden goal, the study of this unit also hopes to gradually cultivate students' habit of serious and systematic thinking and improve their ability to analyze and solve problems through the intentional guidance of teachers.
③ Detection robot (4 class hours)
Starting from this unit, students no longer or basically no longer use simulation software, but write robot control programs directly on FLL robots, and also start to verify and debug control programs with physical robots. Therefore, this unit is the basis for students to really contact and actually use physical robots. Through the study of this unit, each student can independently complete the machine detection and download the running program, clearing the way for the next unit.
This unit * * * arranges the learning contents of robot structure, robot detection, robot control program download and operation, robot program debugging, simple troubleshooting and so on. Teachers are required to organize students reasonably in this unit teaching, cultivate a sense of collective honor, give full play to the advantages of group cooperative learning, help each other and learn from each other, and everyone can finish the learning task by hand.
④ Robot Paradise (8 class hours)
The content of this unit is organized in the form of activities, providing a number of learning projects, including voice-activated robots, robot tracking, robot relay races, robot hide-and-seek, robot soccer, robot fire fighting, robot maze walking and so on. Teachers provide some projects according to students' interests and learning basis, including simple analysis and programming points. Students decide which project task to choose for their group through discussion. The tasks of these projects are simple and difficult. Some project tasks include some requirements for robots in the regular season, but the difficulty is reduced. The purpose is to enable students to demonstrate their ability to analyze and solve problems in a relatively relaxed and open environment, and to improve their learning enthusiasm.
This unit is a relatively open learning unit. It is suggested that teachers organize teaching in the form of activity classes and inquiry classes. Through the study of this unit, students are required to have a clear concept and specific understanding of robots, not only to know that the core of robots is its control program, but also to realize that it is impossible to write the control program of robots overnight, and the problems need to be solved step by step in constant debugging and verification, so that this emotional experience of learning can be transformed into a learning habit and perseverance, and the deep-seated purpose of robot course can be achieved.
This unit course is designed to provide multiple projects. One of the important reasons why teachers choose some content to organize teaching according to the actual teaching situation is that we don't know which projects are suitable for all students when there are not enough standard venues for robot sports. Therefore, the content of this course is only temporary and exploratory, and I hope it will change after two or three rounds of experiments.
2. Teaching form:
Teaching by teachers: in the early stage of the course, it is necessary to introduce the structure of learning software and robots, so that students can form an intuitive understanding of learning software.
"One Belt, Three Primary School Teachers" teaching: Because there are many people taking robot courses, a new teaching mode will be implemented for the older generation-taking the old with the new. Interest elective course in the semester, five members of robot society, all have more than one year's activity foundation. Be able to master basic splicing and programming techniques. On the basis of daily club study four times a week, the old players fully master and digest what they have learned, and through the combing and integration of teachers, the itinerary can teach the new players the content. In the elective course on Thursday, the old players will teach the new players in the grouping mode of "One Belt and Three". Because students' knowledge structure is similar, the knowledge content is processed by themselves, which is more conducive to the understanding of new players. At the same time, on the basis of teaching, let the old players have a deeper understanding of the content.
Types of student activities: Students' autonomous activities are the main activities in the later stage of the course. Organize students to study and create in individuals or groups, and participate in various teaching tests and competitions.
3. Curriculum evaluation
In order to test the effect of students' learning, the corresponding teaching feedback method, namely teaching evaluation, is set up in the course. We have been exploring the evaluation of robotics courses. We believe that the evaluation of students in intelligent robot course can also include self-evaluation, peer evaluation and teacher evaluation. However, robot teaching is a practical activity, and the overall evaluation should adopt process evaluation. For example, the evaluation of the task completion of intelligent robots is measured by the way and efficiency of completing tasks. It is generally the best scheme to complete a specific task in the simplest way and at the fastest speed.
Combined with the actual situation of the school, we adopt a combination of process evaluation and summative evaluation, which mainly includes the following aspects:
① Records of students' learning process: the evaluation method of learning has gradually changed from the evaluation of learning results to the detailed evaluation of learning process. Therefore, teachers are required to make a detailed record of students' learning attitude and learning process. The record of this process will be regarded as the students' classroom performance in course learning and an important basis for comprehensive evaluation.
② Students' Works: While recording students' learning process, we should also refer to students' learning achievements. Imitation works and innovation works are evaluated as two different forms of works. In the evaluation, it is necessary to evaluate both the functionality and the creativity of the work. Teachers are required to keep the physical images and specific action descriptions of students' works as important evaluation basis.
(3) Thesis: Students who have participated in intensive courses are required to study a topic and write a quality paper or case report as an important indicator in performance evaluation. Teachers should do a good job of collecting and sorting out cases and enrich the school curriculum. Ask a group to finish at least one paper.
④ Test: According to the content of each chapter, test the ability of the propositional form (topic form) after learning, and also examine the students' learning results in this chapter. The test can be conducted according to the teaching progress and actual operation, and the test should be conducted at least three times per semester in the curriculum arrangement of a grade.
Third, the follow-up guarantee for the advancement of robot course construction
1. discipline guidance
Scientific research can make us clear our direction. Now the Robot Organizing Committee established by the National Information Technology Professional Committee has many topics. You can set up your own sub-topics under the guidance of the national general topic, and constantly explore and study the development direction and classroom teaching strategies that suit you.
The promotion and implementation of robot classroom teaching needs the guidance of disciplines, and a strong scientific research atmosphere is conducive to our research and practice of robot classroom teaching, as well as to the continuous improvement and promotion of robot classroom teaching practice.
2. Teacher construction
Building a strong team of teachers is very important for the effective promotion of robot classroom teaching. In practice, we found that the robot classroom practice has high requirements for teachers, such as patience, strong hands-on ability, knowledge of electronic technology, programming ability and even innovative spirit. However, the shortage of teachers in this school has seriously troubled the development of robot activities. There is only one teacher to carry out activities, and the activity time is short.
3. Promote learning through competition
The real purpose of the competition is to promote robot classroom teaching and cultivate students' comprehensive quality. The purpose of all kinds of competitions is to promote classroom teaching and cultivate students' comprehensive ability, instead of spending a lot of money on high-tech competitions, which will eventually outweigh the benefits. Our aim is to test the true level of students. Our competition really belongs to students.
Based on this competition concept, for this purpose, the school can set up a student robot competition at the annual science and technology festival, such as: "competition+computer test" in the regular season of track and field; Creative Competition: "On-site design+explanation". In the annual quality competition for young teachers, the demonstration and evaluation of robot classroom teaching: "design+class+lecture+evaluation"; Evaluation of papers and cases in robot classroom teaching; Teacher robot competition: live proposition live competition. Aerobics is a group exercise, dance and music. Accompanied by music, it can improve health, cultivate correct posture, shape beautiful figure and cultivate beautiful sentiment.
It has been three years since the school started aerobics elective course on 20 1 1, and hundreds of students have participated. From the youngest grade to the oldest grade, there are many students who love this sport. Through the opening of elective courses, more and better aerobics seedlings have been discovered, and students' interests and hobbies have been better developed. We also participated in dozens of aerobics competitions and performances at different levels, and all of them achieved good results and were well received by everyone. Provide more development space for students and a platform for more children to show. A culture without classics is a culture without soul. Classics, as the source of living water, are the crystallization of human wisdom, containing common sense and common sense, and their value lasts forever. In the long history of its own development, the Chinese nation has formed an excellent historical and cultural tradition. Reading China's classical poems and understanding them from a historical perspective is to inherit and carry forward the excellent historical and cultural heritage of our ancestors.
The classic reading course experiences the beauty of reading through reading. Short stories in classics can often stimulate students' imagination, and then record imaginary pictures with brushes in their hands, so that students' interest in reading classics is higher!
Money is a condensed history of education and a masterpiece of China culture. To feel the influence of China's traditional culture and be a literate person, we first choose the classic reading with Thousand Characters as the carrier, in order to educate the children in the golden period of memory and the period of personality formation with the excellent traditional culture and traditional virtues of the Chinese nation, lay a foundation for them to be human, enrich their knowledge and benefit our children for life. The International Exchange Center strives to create an international culture of "Chinese soul, eyes of the world".
According to the annual plan, monthly plan and weekly target, the six functional departments carry out their duties and cooperate with each other to build a school with a "harmonious" culture.