Research On Socially Shared Regulation Of Learning To Promote The Development Of Pupils’ Metacognitive Skills In Robotics Education

The rapid development of science and technology promotes transformation and upgrading in various fields,which inevitably has an impact on education and teaching.As countries pay more and more attention to artificial intelligence,robotics education gradually enters the public eye.The development of metacognitive skills can facilitate people to learn to learn and meet the needs of talents in the era of artificial intelligence,which is the core requirement of robotics education.A student with high metacognitive skills not only has clear goals,but also can effectively monitor and regulate the learning process,thus keeping up with the frontiers of development and constantly changing the way of thinking to adapt to social changes and meet the requirements of the times.Due to the important role of metacognitive skills,how to develop students’ metacognitive skills has become a problem that researchers need to address.The socially shared regulation of learning model enables students to recognize cognitive processes and apply the available cognitive processes to solve problems,and can be used to facilitate the development of students’ metacognitive skills.This study uses educational research methods such as literature research method,questionnaire survey method,content analysis method,and lagged sequence analysis method to conduct research activities.Based on the literature on shared regulatory learning and metacognitive skills at home and abroad,this study integrates the characteristics of shared regulatory learning and constructs a shared regulatory learning model to promote the development of metacognitive skills in robotics education;accordingly,detailed teaching objectives and activities are designed,and the learning activities are designed into two modules:"basic knowledge teaching" and "complex task making"."The basic knowledge teaching teaches students basic knowledge and skills about robotics,and it lays the foundation for students to successfully complete complex tasks with socially shared regulation of learning activities,which effectively promotes students’ metacognitive skills development.A questionnaire was used to investigate the level of metacognitive skills before and after the teaching practice,and to collect detailed discussions of students’ collaborative robot making during the complex task phase to provide empirical support for verifying the effectiveness of the learning model in practice.Based on the above work,the following research results were achieved in this study.Firstly,this study constructed a socially shared regulation of learning model to promote the development of metacognitive skills in robotics education;secondly,this study conducted a detailed teaching design based on the constructed teaching model and carried out a teaching research activity in a robotics course in an elementary school in Jinan City.In the "complex task creation" phase,students participated in six stages: shared task understanding,negotiated structure/functional design,coordinated planning,shared construction/programming activities,shared presentation and evaluation,and reflected on the activity,and finally completed the robot creation.Finally,by collecting the metacognitive skills questionnaires and students’ behaviors in the robotics activities,we verified that the metacognitive skills of elementary school students could be developed in the robotics education environment,and that the development of metacognitive skills was reflected in the process of completing the robotics work in groups,and that students engaged in more metacognitive activities by participating in socially shared regulation of learning.This study provides a reference for the future development of metacognitive skills and the application of the socially shared regulation of learning model for elementary school students.