A Study On The Practice Of School-based Curriculum Of Robotics Education In Junior High School In The Context Of The New Curriculum Standard

With the widespread promotion of the concepts of "21st century skills" and "core literacy",many countries have begun to pay more and more attention to robotics education.The Compulsory Information Technology Curriculum Standard(2022 Edition)proposes to separate IT from the comprehensive practical curriculum,further clarifying the content and teaching objectives of AI education,which marks a new stage in the development of AI education.As an important branch of AI,robotics education has a profound impact on students’ understanding of the frontiers of technology,their hands-on skills,creativity,programming ability and future employment.This study aims to develop a school-based curriculum for robotics education in junior high schools in the context of the reform of the IT curriculum standards,in response to the requirements of the new round of national education reform and the setting of curriculum content,as well as the urgent need to build a school-based curriculum for the IT curriculum,based on relevant theories and empirical results,and with the cultivation of students’ core literacy in the IT subject as the starting point."This course is based on theoretical and empirical findings,and is based on the development of students’ core IT skills.Students will acquire knowledge,develop an interest in robotics and improve their programming skills in the process of hands-on investigation.So as to better enhance students’ problem-solving skills,cultivate programming thinking and improve their subject core literacy.This study uses literature,questionnaires,interviews and classroom observations as research methods to investigate a middle school python interest class in Shihezi City and conduct research on the implementation of a school-based curriculum for robotics education,with an analysis of the effects at the end of the practice.The practice ends with an analysis of the effects.The theoretical and empirical results related to the literature method were used to provide some theoretical basis and empirical results to draw on for the development of this study.The school environment resources and students’ needs were analysed through questionnaires and interviews before implementation,and the teaching and learning effects were analysed through questionnaires,interviews and classroom observations after the course was implemented.It was found through the study that students were satisfied with the school-based course as a whole,students considered the course design to be moderately difficult,students’ mean values in the four dimensions of creative awareness,problem solving ability,collaborative ability and algorithmic thinking were above 3.5,and students’ abilities in all four dimensions were improved.There were also differences in the difficulty of the course between the genders,with the course being easier for male students.A paired-samples t-test analysis showed that there were significant differences in the class scores for each dimension,indicating that the students’ overall ability level was higher after the teaching practice than it was before the teaching.To some extent,the robotics education school-based programme has stimulated students’ interest in learning,their programming skills have improved,their problem-solving skills,collaboration skills and sense of innovation have improved,their logical thinking skills have been strengthened,and their core subject literacy has been developed.Recommendations are given from the teacher and school levels for the problems identified in practice,specifically: schools support the school-based approach to robotics education and promote the implementation of the new curriculum standard;schools focus on building a professional teacher team;and schools schools promote the school-based construction of a rational robotics curriculum.This promotes artificial intelligence education and cultivates students’ subject core literacy.