The Design And Implementation Of Elementary School Robot Interdisciplinary Thematic Project-based Teaching Integrated With Argumentation Activities

In the information age with the rapid development of science and technology,people will be faced with a more complex social environment,and the social demand for comprehensive and innovative talents constantly promotes the deepening of educational reform.Under the guidance of key competencies,classroom teaching needs to reform the teaching methods and learning methods of subject courses and promote new teaching patterns.As a new requirement of the new curriculum plan and curriculum standard in the stage of compulsory education,interdisciplinary thematic teaching reflects the practical value orientation of comprehensive education and organically integrates the multidisciplinary knowledge,ability and thinking.It enables students to comprehensively apply the multidisciplinary knowledge and skills to solve the real and complex problems,systematically think about the real world,and actively deal with the uncertainty of future life,so as to provide path support for the comprehensive development of students’ key competencies.Argumentation is a kind of high-level cognitive activity.The inclusion of argumentation activities in project-based teaching can fully reflect the guiding role of argumentation activities in students’ scientific thinking,promote the generation of multiple dialogues and knowledge construction,and make students’ thinking development concrete and tractable.This conforms to the educational concept and pursuit of interdisciplinary thematic teaching.The main research content of this study is to carry out the robot interdisciplinary thematic teaching in primary schools through the practice path of project-based teaching integrated with argumentation activities,promote the development of students’ problem solving and scientific thinking,and improve the effect of interdisciplinary thematic learning.This study mainly adopts literature research method,discourse analysis method,design-based research method and interview method.Based on the Constructivism Learning Theory,Toulmin’s Argument Pattern and Learning by Doing Theory,the research status of project-based teaching,argumentation teaching and interdisciplinary thematic teaching in robot education at home and abroad is reviewed.The concepts related to robot education,interdisciplinary thematic teaching,project-based teaching and argumentation activities are clarified.On this basis,an instructional design framework of elementary school robot interdisciplinary thematic project-based teaching with argumentation activities is constructed.Through two rounds of iterative teaching practice,the effect of teaching implementation is evaluated,the feasibility and effectiveness are tested,and the framework of teaching design is improved.The specific research work of this study can be elaborated from the following aspects.First,this study explores the theoretical basis of the instructional design of elementary school robot interdisciplinary thematic project-based teaching integrated with argumentation activities.This study clarifies the core idea of interdisciplinary thematic teaching,expounds the role of project-based teaching integrated with argumentation activities,analyzes the appropriateness of the interdisciplinary thematic teaching and project-based teaching integrated with argumentation activities in primary school robotics,and provides a basis for the implementation of the interdisciplinary thematic teaching of primary school robotics relying on project-based teaching integrated with argumentation activities.It lays a foundation for the instructional design of elementary school robot interdisciplinary thematic project-based teaching integrated with argumentation activities.Secondly,an instructional design framework for elementary school robot interdisciplinary thematic project-based teaching with argumentation activities is constructed.This study takes the project-based teaching process as the carrier,and according to the concrete expression form of argumentation activities in argumentative teaching,makes clear the basis for the design of the interdisciplinary thematic project-based teaching process integrated into argumentation activities,and proposes the principle of the interdisciplinary thematic project-based teaching design of elementary school robots integrated into argumentation activities.With reference to the elements of instructional design,this study elaborated the elements of elementary school robot interdisciplinary thematic project-based instructional design integrated with argumentation activities,and constructed the instructional design framework of elementary school robot interdisciplinary thematic project-based teaching with argumentation activities.Thirdly,it validates and revises the instructional design framework of elementary school robot interdisciplinary thematic project-based teaching with argumentation activities.Based on the research method of design,two rounds of teaching practice were used to test the effect of the project-based teaching practice of the interdisciplinary theme of robotics in primary school integrated with argumentation activities,and the method of process evaluation and terminal evaluation were combined to carry out the evaluation.After two rounds of teaching iteration cycles,this study not only revises and determines the instructional design framework of elementary school robot interdisciplinary thematic project-based teaching with argumentation activities,but also verifies the feasibility and effectiveness of the framework.After analyzing the instructional design and practice effect of integrating argumentation activities into elementary school robot interdisciplinary thematic project-based teaching,this study found that integrating argumentation activities into elementary school robot interdisciplinary thematic teaching can improve the effect of students’ interdisciplinary learning,promote the quality of students’ scientific reasoning,provide help for the development of students’ scientific thinking,and help cultivate students’ key competencies.The results of this study broaden the practical fields of project-based teaching and argumentation teaching,provide a scheme reference for front-line teachers to carry out interdisciplinary teaching of robots,and provide a reference case for the implementation of interdisciplinary teaching in the future.