华东师范大学学报(教育科学版) ›› 2022, Vol. 40 ›› Issue (3): 99-111.doi: 10.16382/j.cnki.1000-5560.2022.03.009

• 学习科学 • 上一篇    下一篇

教育机器人可以提升学生创造力吗?——基于48项实验与准实验研究的Meta分析

侯浩翔1, 张先义2, 王旦2   

  1. 1. 江南大学教育学院,江苏无锡 214000
    2. 无锡市教师发展学院,江苏无锡 214000
  • 出版日期:2022-03-01 发布日期:2022-03-01
  • 基金资助:
    全国教育科学“十三五”规划国家一般项目“人工智能背景下教育的技术逻辑研究”(BAA190233)

Can Educational Robots Improve Student Creativity: An Meta-analysis Based on 48 Experimental and Quasi-experimental Studies

Haoxiang Hou1, Xianyi Zhang2, Dan Wang2   

  1. 1. Faculty of Education, JiangNan University, Jiangsu Wuxi, 214000, China
    2. Wuxi Teacher Development College, Jiangsu Wuxi, 214000, China
  • Online:2022-03-01 Published:2022-03-01

摘要:

培养创新型人才已经成为我国建设科技强国、突破“卡脖子”技术难题的基本路径。迎合智能时代的教育变革潮流,利用机器人技术提升学生创造力体现出更丰富的实践价值和时代意义。本研究采用Meta分析法对国内外48项实验研究、6057条样本量进行编码处理,研究得出:1)教育机器人对学生创造力的整体影响效应为0.576,达到中等以上的影响水平,其中对学生创新实践能力的促进作用最为明显,对创新人格品质的影响程度一般;2)从学段来看,教育机器人对初中、小学的学生创造力影响效果较为明显;3)学科方面,机器人课程对学生创造力影响效果最好;4)教学主题中,原型创造对学生创造力影响程度达到中等以上水平;5)教学方式选择方面,探究式教学更能激发学生的创造力;6)相比普通教室,实验室环境对于学生创造力发展更为乐观。结合实地调研,提出以下实践建议:推广实施人工智能相关课程,兼顾教学过程中学生的创新人格及思维培养;注重低学段学生创造力培养,大力提倡软件编程教学;建构适用于机器人教学的创客教育模式,完善相关学科教师的培训体系及激励机制;促进实验室硬件、软件环境设计,多方面筹措教育机器人经费投入。

关键词: 教育机器人, 创造力, 人工智能, 软件编程, 教学模式

Abstract:

Cultivating innovative talents has become a basic path for our country to build a strong country in science and technology and solve the “stuck neck” technical problems.Catering to the trend of educational reform in the intelligent age, the use of robotics to enhance students’ creativity shows richer practical value and contemporary significance.In this study, 48 domestic and foreign experimental studies and 6, 057 sample sizes were coded using the meta-analysis method, and the findings show that, first, the overall effect of educational robots on students’ creativity was 0.576, reaching a medium or above level of influence. Among them, the effect of promoting students’ innovative practical ability was the most obvious, and the degree of influence on the quality of innovative personality was average. Second, from the perspective of the academic stage, the effect of educational robot on the creativity of students in junior middle school and primary school was more obvious; Third, in terms of disciplines, software programming had the best impact on students’ creativity, followed by information technology. Fourth, among teaching topics, prototype creation had the most impact on students’ creativity and the level was above the intermediate level. Fifth, in terms of the choice of teaching methods, inquiry teaching can better stimulate students’ creativity. Finally, compared with ordinary classrooms, the laboratory environment was more optimistic for the development of students’ creativity. Combined with field research, four practical suggestions are put forward. We need to promote the implementation of artificial intelligence-related courses, taking into account the cultivation of students’ innovative personality and thinking in the teaching process. Schools should focus on the cultivation of low-level students’ creativity, and vigorously promote software programming teaching. Also, schools need to create robots Maker education model, improve the training system and incentive mechanism for teachers of related subjects; schools should promote the design of laboratory hardware and software environment, and raise funds for educational robots in various aspects.

Key words: educational robot, creativity, artificial intelligence, software programming, teaching mode