【作者】 杨华；

【导师】 李伟；

【作者基本信息】 华中科技大学 ， 科学与技术教育， 2020， 硕士

【摘要】 1999年的《中共中央国务院关于深化教育改革全面推进素质教育的决定》中提初国家课程、地方课程以及校本课程的三级课程体系,至今校本课程成为每个学校凸显特色与风采的代表,获得了极大的发展。21世纪以来,核心素养又成为国内外研究的热点问题,2016年9月13日中国学生发展核心素养研究成果发布会在北京师范大学举办,自此课程目标的设置、课程的编制以及对课程评价等都逐渐地转向以核心素养为导向,因此校本课程成为实现核心素养的有效路径。近些年来,随着人工智能以及机器人竞赛的发展,越来越的学校以校本课程的形式开展机器人教学,成为培养学生核心素养的关键一环。本研究以S小学“快乐周末”机器人校本课程为研究对象,以S小学独有的“全人教育”核心素养理念与CIPP课程评价理论为理论基础对机器人课程进行价值判定。基于CIPP评价模式的四个阶段从学校校本课程管理者、任课教师、学生层面对课程进行评价。通过对S小学校本课程的管理者与任课教师的访谈、对收集到的课程资料的分析以及课堂教学的观察、对学生学习效果的调查,得出以下结论:(1)在背景评价方面,机器人校本课程体现学校特色与办学理念,在“全人教育”核心素养指导下进行课程的开发与实施;任课教师对机器人校本课程定位基于“全人教育”核心素养,且基于教学经验的对学生学情分析准确到位;选修“快乐周末”机器人校本课程的学生主要受兴趣的驱动且男生的受兴趣驱动的动力要大于女生,选修课程的男生比重要大于女生且不存在年级差异。(2)在投入评价方面,学校方面支持力度与重视程度都很高,提供最为适合机器人课程教学的环境、提供相应的设备经费支持、支持任课教师参加培训、鼓励教师与学生参加比赛、给与任课教师充分的发挥空间;任课教师课前准备非常充分、教学目标的设定合理明确、教学内容基于生活与重大事件,同时非常注重课后反思。(3)在过程评价方面,学校校本课程监管机制健全,采用听课形式、要求任课教师上传相关资料、要求任课教师进行学期总结对“快乐周末”机器人校本课程进行监督管理;任课教师课堂教学整体情况良好,但缺乏对课程的整体评价只关注对学生的评价;学生表示任课教师的更换会给他们的学习带来较大的影响,目前S小学机器人校本课程学生评价方式整体能够满足学生需求,同时不存在性别差异。(4)在成果评价方面,形成了学生、教师、学校三者的协同发展的良性循环;任课教师获得自身专业发展;基于“全人教育”核心素养的学生学习效果显示学生在各维度总体达成度处于较高水平,在各个维度内部的达成度也处于较高水平,但各个维度与性别之间存在显著性差异。笔者基于以上分析得出的结论,对S小学“快乐周末”机器人校本课程提出以下建议:(1)在国家与政府层面,要不断的规范机器人课程,研发完整的课程体系;并加大师资队伍建设,培养专业人才。(2)在学校层面,也应该加强机器人课程教师团队建设或者减轻S小学机器人任课教师一些非教育教学工作的负担;如果能够协调好,可以适当增加课时量。(3)在任课教师层面,提高对“快乐周末”机器人校本课程的重视程度;在课堂教学中要重视性别差异,尤其是女生群体的表现,设计既能够吸引女生又能够吸引女生的机器人活动或者任务。更多还原

【Abstract】 In 1999,the decision of the CPC Central Committee and the State Council on deepening Educational Reform and comprehensively promoting quality Education proposed the three-level curriculum system of national curriculum,local curriculum and school-based curriculum.up to now,school-based curriculum has become the representative of every school to highlight its characteristics and elegant demeanor,and has made great progress.Since the 21 st century,core literacy has become a hot issue of research at home and abroad.On September 13,2016,a press conference on the research results of Chinese students’ development of core literacy was held in Beijing normal University.since then,the setting of curriculum objectives,curriculum development and curriculum evaluation have gradually shifted to core literacy-oriented,so school-based curriculum has become an effective way to achieve core literacy.In recent years,with the development of artificial intelligence and robot competition,more and more schools carry out robot teaching in the form of school-based curriculum,which has become a key link to cultivate students’ core literacy.This study takes the robot school-based curriculum of "Happy weekend" in S Primary School as the research object,and judges the value of the robot curriculum on the theoretical basis of the unique core literacy concept of "whole-person education" and CIPP curriculum evaluation theory in S Primary School.Based on the four stages of CIPP evaluation model,the curriculum is evaluated from the level of school-based curriculum managers,teachers and students.Through the interview with the administrators and teachers of the S primary school-based curriculum,the analysis of the collected curriculum materials,the observation of classroom teaching and the investigation of students’ learning effect,the following conclusions are drawn:(1)In the aspect of background evaluation,robot school-based curriculum embodies school characteristics and school-running ideas,and carries out curriculum development and implementation under the guidance of the core literacy of "whole-person education".The teacher’s orientation of the robot school-based curriculum is based on the core literacy of "whole-person education",and the analysis of students’ learning situation based on teaching experience is accurate;the students who take the robot school-based course "Happy weekend" are mainly driven by interest,and the interest-driven motivation of boys is greater than that of girls,the proportion of boys is larger than that of girls,and there is no grade difference.(2)In terms of input evaluation,the school has a high degree of support and attention.provide the most suitable environment for robot course teaching,provide corresponding equipment financial support,support teachers to participate in training,encourage teachers and students to participate in competitions,give teachers full space to play;Teachers are well prepared before class,the setting of teaching goals is reasonable and clear,the teaching content is based on life and major events,and pay great attention to after-class reflection.(3)In the aspect of process evaluation,the supervision mechanism of school-based curriculum is sound,which adopts the form of listening,requires teachers to upload relevant materials,and requires teachers to conduct semester summary to supervise and manage the robot school-based curriculum of "Happy weekend".The overall situation of classroom teaching of teachers is good,but the lack of overall evaluation of the curriculum only pays attention to the evaluation of students.Students say that the change of teachers will have a great impact on their learning.at present,the student evaluation method of robot school-based curriculum in S Primary School can meet the needs of students as a whole,and there is no gender difference.(4)In the aspect of achievement evaluation,a virtuous circle of coordinated development among students,teachers and schools has been formed,and teachers have obtained their own professional development.the learning effect of students based on the core literacy of "whole-person education" shows that the overall achievement degree of students in each dimension is at a high level,and the achievement degree within each dimension is also at a high level,but there are significant differences between each dimension and gender.Based on the conclusions of the above analysis,the author puts forward the following suggestions for the robot school-based curriculum of "Happy weekend" inS Primary School:(1)at the national and government level,we should constantly standardize the robot curriculum and develop a complete curriculum system;and increase the construction of teachers and train professionals.(2)at the school level,we should also strengthen the construction of robot curriculum teachers or reduce the burden of some non-educational teaching work of robot teachers in S primary school;if we can coordinate well,we can appropriately increase the number of class hours.(3)at the level of teachers,we should pay more attention to the robot school-based curriculum of "Happy weekend",and pay attention to gender differences in classroom teaching,especially the performance of girls’ groups.design robot activities or tasks that can attract both girls and girls.更多还原