In the current era of rapid technological development,robot technology has become a key forcedriving the transformation of various industries.Applied undergraduate education shoulders the important responsibilityof cu...In the current era of rapid technological development,robot technology has become a key forcedriving the transformation of various industries.Applied undergraduate education shoulders the important responsibilityof cultivating high-quality robot professionals who can meet the demands of industries.This studyfocuses on constructing a robot course teaching model based on the STEAM concept in application-orientedundergraduate colleges and conducts an in-depth exploration of its application effect,with the expectation ofproviding useful references for the teaching reform of related courses.Firstly,the article deeply analyzes theconnotation of the STEAM concept,namely interdisciplinary integration(science,technology,engineering,art,mathematics),practical innovation and the cultivation of comprehensive quality,emphasizing its fit andimportance for the teaching of robot courses.Robotics technology itself is a field that integrates multiple disciplines,covering knowledge from various aspects such as mechanical design,electronic engineering,computerprogramming,and sensor technology.At the same time,it also requires students to possess innovative thinkingand practical abilities to solve complex problems in practical applications,which is highly consistent with theeducational goals advocated by the STEAM concept.It has laid a solid theoretical foundation for the constructionof the teaching mode.Secondly,the specific construction process of the teaching mode was elaborated indetail.In terms of the curriculum system,it breaks through the limitations of the traditional single-disciplinecurriculum setting and builds a modular curriculum system covering multi-disciplinary knowledge,such as settingup basic modules(mathematical modeling,physics and mechanics,etc.),professional core modules(robotprogramming,mechanical structure design,etc.),and extension modules(artificial intelligence and robots,robot art design,etc.).Enable students to systematically learn knowledge related to robots and achieve theorganic integration and expansion of knowledge.In terms of teaching methods,a variety of methods such asproject-based teaching,problem-oriented teaching and group cooperative learning are comprehensively applied.Take project-based teaching as an example.Teachers assign robot project tasks with practical applicationbackgrounds,such as designing a robot for campus environment monitoring.Students need to independentlyconsult materials,form teams,and collaborate in division of labor.They participate throughout the entireprocess from the overall conception of the robot,mechanical structure construction,circuit design,programwriting to the final debugging and operation.This not only exercises students’practical hands-on ability,butalso cultivates their comprehensive ability to solve complex problems and teamwork spirit.In the teaching evaluationlink,a diversified evaluation system has been constructed.It has changed the previous evaluation methodmainly based on examination scores,combined process evaluation with outcome evaluation,and focused onconducting comprehensive evaluations of students’performance during the learning process,teamwork ability,innovation ability,and the quality of project completion,etc.By observing students’performance during theproject implementation process,mutual evaluation among group members,project achievement presentationand defense,etc.,comprehensively and objectively evaluate students’learning outcomes,promptly identifytheir strengths and weaknesses,and provide a basis for subsequent teaching improvement.Finally,throughthe teaching practice application carried out in the robotics major of an application-oriented undergraduatecollege,the constructed teaching mode was verified.The practical results show that students’enthusiasm andinitiative in the robot course learning have significantly increased,and their classroom participation has greatlyimproved.They have shifted from passively accepting knowledge in the past to actively exploring and practicing.In terms of the achievements of course projects,the robot works designed by students are more innovativeand practical,and can well meet the actual application needs.For example,some intelligent logistics robots designedby students have conducted preliminary application tests in the campus express delivery sorting scenarioand achieved good results.Meanwhile,the number of awards won by students in various robot competitionshas also significantly increased,which fully demonstrates the improvement of students’comprehensive qualityand practical innovation ability,and strongly proves the effectiveness and feasibility of the robot course teachingmodel based on the STEAM concept.In conclusion,the application-oriented undergraduate robot courseteaching model based on the STEAM concept constructed in this study has effectively promoted students’interdisciplinary knowledge integration,practical innovation and comprehensive quality improvement by optimizingthe curriculum system,innovating teaching methods and improving the teaching evaluation system.Itprovides new ideas and methods for the cultivation of robot professionals in application-oriented undergraduatecolleges and universities.It has significant theoretical and practical significance,and can provide reference and inspiration for the teaching reform of other related professional courses,promoting applied undergraduateeducation to better adapt to social development and industrial demands.展开更多
目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床...目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床医学专业实习生为研究对象,将其随机分为对照组、试验组,各40名。对照组接受传统教学,试验组接受基于STEAM理念联合PBL教学法。对比2组教学前后理论知识及实践操作考试成绩、实习生对教学的满意度、学习依从度及教学前后实习生职业特质评分。结果教学前,2组考核成绩对比,差异无统计学意义(P>0.05);教学3个月后,2组基础理论、实践操作考核成绩均明显提升,但试验组提升幅度更大,差异有统计学意义(P<0.001)。试验组实习生学习依从性(97.50%)高于对照组(85.00%),差异有统计学意义(P<0.001)。试验组教学方法、学术能力、带教态度管理质量评分高于对照组,差异有统计学意义(P<0.001)。教学前,2组实习生职业特质评分对比,差异无统计学意义(P>0.05);教学3个月后,试验组评分高于对照组,差异有统计学意义(P<0.001)。结论在急诊医学教学中,基于STEAM理念联合PBL教学法有利于提升实习生的综合能力,提高理论实践成绩和学习依从性。展开更多
基金supported by the Project Name:Construction and Application of Teaching Mode for Applied Undergraduate Robotics Courses under the STEAM Concept Project Number:2024JGYB15.
文摘In the current era of rapid technological development,robot technology has become a key forcedriving the transformation of various industries.Applied undergraduate education shoulders the important responsibilityof cultivating high-quality robot professionals who can meet the demands of industries.This studyfocuses on constructing a robot course teaching model based on the STEAM concept in application-orientedundergraduate colleges and conducts an in-depth exploration of its application effect,with the expectation ofproviding useful references for the teaching reform of related courses.Firstly,the article deeply analyzes theconnotation of the STEAM concept,namely interdisciplinary integration(science,technology,engineering,art,mathematics),practical innovation and the cultivation of comprehensive quality,emphasizing its fit andimportance for the teaching of robot courses.Robotics technology itself is a field that integrates multiple disciplines,covering knowledge from various aspects such as mechanical design,electronic engineering,computerprogramming,and sensor technology.At the same time,it also requires students to possess innovative thinkingand practical abilities to solve complex problems in practical applications,which is highly consistent with theeducational goals advocated by the STEAM concept.It has laid a solid theoretical foundation for the constructionof the teaching mode.Secondly,the specific construction process of the teaching mode was elaborated indetail.In terms of the curriculum system,it breaks through the limitations of the traditional single-disciplinecurriculum setting and builds a modular curriculum system covering multi-disciplinary knowledge,such as settingup basic modules(mathematical modeling,physics and mechanics,etc.),professional core modules(robotprogramming,mechanical structure design,etc.),and extension modules(artificial intelligence and robots,robot art design,etc.).Enable students to systematically learn knowledge related to robots and achieve theorganic integration and expansion of knowledge.In terms of teaching methods,a variety of methods such asproject-based teaching,problem-oriented teaching and group cooperative learning are comprehensively applied.Take project-based teaching as an example.Teachers assign robot project tasks with practical applicationbackgrounds,such as designing a robot for campus environment monitoring.Students need to independentlyconsult materials,form teams,and collaborate in division of labor.They participate throughout the entireprocess from the overall conception of the robot,mechanical structure construction,circuit design,programwriting to the final debugging and operation.This not only exercises students’practical hands-on ability,butalso cultivates their comprehensive ability to solve complex problems and teamwork spirit.In the teaching evaluationlink,a diversified evaluation system has been constructed.It has changed the previous evaluation methodmainly based on examination scores,combined process evaluation with outcome evaluation,and focused onconducting comprehensive evaluations of students’performance during the learning process,teamwork ability,innovation ability,and the quality of project completion,etc.By observing students’performance during theproject implementation process,mutual evaluation among group members,project achievement presentationand defense,etc.,comprehensively and objectively evaluate students’learning outcomes,promptly identifytheir strengths and weaknesses,and provide a basis for subsequent teaching improvement.Finally,throughthe teaching practice application carried out in the robotics major of an application-oriented undergraduatecollege,the constructed teaching mode was verified.The practical results show that students’enthusiasm andinitiative in the robot course learning have significantly increased,and their classroom participation has greatlyimproved.They have shifted from passively accepting knowledge in the past to actively exploring and practicing.In terms of the achievements of course projects,the robot works designed by students are more innovativeand practical,and can well meet the actual application needs.For example,some intelligent logistics robots designedby students have conducted preliminary application tests in the campus express delivery sorting scenarioand achieved good results.Meanwhile,the number of awards won by students in various robot competitionshas also significantly increased,which fully demonstrates the improvement of students’comprehensive qualityand practical innovation ability,and strongly proves the effectiveness and feasibility of the robot course teachingmodel based on the STEAM concept.In conclusion,the application-oriented undergraduate robot courseteaching model based on the STEAM concept constructed in this study has effectively promoted students’interdisciplinary knowledge integration,practical innovation and comprehensive quality improvement by optimizingthe curriculum system,innovating teaching methods and improving the teaching evaluation system.Itprovides new ideas and methods for the cultivation of robot professionals in application-oriented undergraduatecolleges and universities.It has significant theoretical and practical significance,and can provide reference and inspiration for the teaching reform of other related professional courses,promoting applied undergraduateeducation to better adapt to social development and industrial demands.
文摘目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床医学专业实习生为研究对象,将其随机分为对照组、试验组,各40名。对照组接受传统教学,试验组接受基于STEAM理念联合PBL教学法。对比2组教学前后理论知识及实践操作考试成绩、实习生对教学的满意度、学习依从度及教学前后实习生职业特质评分。结果教学前,2组考核成绩对比,差异无统计学意义(P>0.05);教学3个月后,2组基础理论、实践操作考核成绩均明显提升,但试验组提升幅度更大,差异有统计学意义(P<0.001)。试验组实习生学习依从性(97.50%)高于对照组(85.00%),差异有统计学意义(P<0.001)。试验组教学方法、学术能力、带教态度管理质量评分高于对照组,差异有统计学意义(P<0.001)。教学前,2组实习生职业特质评分对比,差异无统计学意义(P>0.05);教学3个月后,试验组评分高于对照组,差异有统计学意义(P<0.001)。结论在急诊医学教学中,基于STEAM理念联合PBL教学法有利于提升实习生的综合能力,提高理论实践成绩和学习依从性。
