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
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.
