The main performance of robot education in primary and secondary schools is competition, which shows that robots can stimulate students' design ability and innovation ability, and push them into the curriculum with the power of demonstration. There are four ways to observe the robot education in primary and secondary schools in China:
First, recruit some students interested in robots from schools, children's palaces, colleges and universities to form intelligent robot learning groups, which can be used as students to carry out activities and participate in various competitions on behalf of the region. This form is the first and most effective way for robots to enter the field of vision of primary and secondary school students.
Secondly, the popularization of intelligent robot technology learning in comprehensive practical activities is very common in large and medium-sized cities, and the opening situation is relatively mature compared with economically underdeveloped areas.
Thirdly, intelligent robot is one of the contents of information technology courses in primary and secondary schools. This form is in the forming stage, and the compilation of teaching materials and the regular opening of courses are beginning. But this will undoubtedly bring new vitality to the discipline of information technology, and will improve the situation that information technology education pays more attention to software application than programming development.
Fourthly, intelligent robot education enters middle school as a research course. Due to more and more attention paid to research-based learning courses, the long-term and personalized nature of robot education determines that if it is promoted through research-based learning, it will be more conducive to the cultivation of students' innovative ability. However, due to the lack of class hours determined by the status of research courses, it is difficult to organize large classes, which will affect the overall promotion of robot education.
As early as 1970s, China academic circles began to study robot education. Based on the statistics of the relevant literatures published by the academic circles in China, the author searched "China Full Data Journal Network, China Academic Conference Full Text Database and China Excellent Master's Degree Thesis Full Text Database" with "Robot Education", "Robot Teaching" and "Robot Competition" as keywords and indexes for 1979 to 20 L2 03 15. After screening, it was found that. According to statistics, there are 65/kloc-0 articles with "robot education" and "robot teaching" as key words, and there are 905 articles on "robot competition or robot competition".
Through the comparison of the above data, we can see that researchers have studied robot education from different angles, but the investment in each research content is obviously unbalanced, and the activity of robot teaching in primary and secondary schools is obviously asymmetric with the research efforts of researchers in this respect. Researchers focus on robot competition, which directly leads to the lack of theoretical research on robot education, and ultimately leads to the lack of effective theoretical guidance in robot teaching, making it difficult to go deep into the classroom. It can be said that the development of "robot education" obviously lags behind the development of "robot competition".
At the same time, the author analyzes and studies the contents of the documents related to robot education, and classifies them according to their contents: the value or significance of robot education, the problems existing in robot education (or the factors hindering the development of robot education), the development and design of robot education, the application status of robot education, robot teaching methods, the development and research of robot education courses, and the research of robot education abroad. Among them, the research on "application status" and "education problems" is the most content. However, there are only 1 article about the most important curriculum design.