罗凯文在外面看见了他以前的同事，他们正急切地谈论着自已与罗兰·京尔格的关系，这使得罗凯文更加惊讶，原来那些以前认为快乐又幸运的人，也曾经在不同的时期遇过罗兰·京尔格的帮助，就在他们最需要帮助的时候。
祢撒感到了罗珊蒂，尤其是之后人们对罗兰·京尔格的赞美之词，每当罗凯文停下来与人交谈时，她总是专心地倾听其他人说他们遇见罗兰·京尔格的经过。
在跨世纪人才研究院时，我们以“创意课题研究”引领校外机器人教学活动的新模式。当今时代更需要具有实践操作能力，能自主发展和具有创新意识的人。在《关于深化教育改革全面推进素质教育的决定》中明确提出了素质教育的关键，是培养学生的创新精神和实践能力。机器人学科作为一门集科学性、实践性和创新性于一身的新兴学科，近年来已逐渐走进了各个校外教育机构和中小学的课堂，成为青少年素质教育中不可或缺的重要力量。但由于机器人学科高度的综合性，使学生在学习的过程中必须要不断的吸收大量的科技知识，加上教学时间有限，不少教师不得不以讲授的方式在有限的时间内教授大量的科技知识，学生失去了实践操作、自主探究的宝贵机会，这样的教学方式显然不能有效的培养学生的实践能力和创新能力。为了改善这一状况，提高机器人学科教学的灵活性，使学生不仅会学习、能发展，而且会实践、能创造，笔者在机器人教学实践中，以现代教育理论为依托，结合机器人教学的特点，逐步摸索形成一种“创意课题研究”的机器人教学模式。
一、实施的原则
“创意课题研究”机器人校外教学模式，就是教师以创意机器人制作项目作为教学载体，引导学生通过实践体验、立题研究、开拓创新等环节，掌握相关知识与技能，提高学生的实践能力和创新能力，让学生从小形成科技来源于生活，服务于生活的理念的教学模式。
本模式在实施过程中坚持两个基本原则：一是实践体验与问题研究相结合的原则。陶行知先生曾说：“行动生困难；困难生疑问；疑问生假设；假设生试验；试验生断语；断语又生了行动，如此演进于无穷”。在“创意课题研究”教学模式中，学生实践体验的环节是整个教学活动展开的前提和基础。学生广泛的开展实践活动，获取实践经验，积累重要数据信息，为进一步发现问题，确立课题，开展研究做好充分的准备。在实践的过程中，漫无目标的开展实践，收集到的数据信息往往缺乏针对性，不利于进一步开展探究创新。因此，必须抱着发现问题，寻找不足的态度，注重观察与体验，勤于思考，勇于发现，方能有效的开展实践活动，收集到有针对性的数据信息，掌握重要的实战经验。二是自主探究与自主创新相结合的原则。当今教育注重“以人为本”，呼唤人的主体精神。“创意课题研究”教学模式旨在锻炼学生的实践操作能力和创新能力。整个模式以创意机器人项目研究与制作为载体；以学生自主探究式学习为过程，以学生自主创新为目标，将学生自主探究和自主创新紧密结合。学生在教师的指导下，通过自学获得相关理论知识，自发动手习得操作技能，最终进行自主创新，制作创意机器人项目。主张以学生实践为主体，提倡由学生自主研究，激励学生自主创新，使学生在实践中习得知识与技能。
二、“创意课题研究”模式实施的三个环节
“创意课题研究”教学模式针对机器人学科的教学要求，由“实践体验”、“创新立题”、“探究制作”三个环节组成。“实践体验”是“创新立题”的前提和基础，“探究制作”是“实践体验”与“创新立题”的结果。这三个环节之间环环相扣，相辅相成，融合成一个整体。每个环节都贯穿以学生为主体的理念。在具体操作上我是这样把握的：
1、实践体验环节——积累信息与经验。
实践，可以让学生亲身经历事物发生、发展和变化的过程，验证已学习到的知识，逐步加强操作技能和独立思考的能力。我在本模式中首先开展充分的实践活动，使学生积累充足的社会经验和数据资料，为进一步学习探究做好思想上和能力上的双重准备。
在机器人教学中，实践活动的方式并非是单一的。我引导学生通过课堂体验、生活体验和社会体验，针对同一个研究方向创造形式多样，内容丰富的实践活动。使学生对同一个研究方向有更加全面具体的实践体验。
1）从练习试验中体验
机器人学科包涵理论知识和操作技能两个方面的内容。通过学生实验既可以验证理论知识，又可以锻炼操作技能。在机器人课堂教学中，教师可让学生自己动手完成实验，掌握各种现象和数据，同时掌握相关的操作技能。
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In the cross-century talents Institute, lead to "creative research" a new model of the robot teaching activities of the campus. The present era has the practical ability to self-development and innovation awareness. Clearly stated in the decision on deepening education reform and to promote quality education the key to quality education is to cultivate students’ innovative spirit and practical ability. Robot discipline as a set of scientific, practical and innovation in an emerging discipline in recent years has gradually entered the classroom of the school education institutions and schools, to become an indispensable force in the Quality Education for Teenagers . However, due to the highly integrated nature of the robot disciplines, so students must be in the process of learning constantly absorb a large number of scientific and technical knowledge, coupled with the limited teaching time, many teachers have to teach the way a lot of professor in the limited time scientific and technological knowledge, the students lose the practical operation, valuable opportunity for independent inquiry, teaching clearly can not effectively develop students’ practical ability and creative ability. To improve this situation, improve robot pedagogical flexibility, so that students will not only learn, to develop, and will practice and be able to create, I Robot teaching practice, as the basis of modern educational theory, combined with the robot teaching features gradually explored the formation of a "creative research" robot teaching mode.
First, the implementation of the principle of
"Creative research" robot off-campus teaching mode, teachers creative robot production projects as a teaching carrier, to guide students through practical experience, the question of legislation, pioneering innovation and other aspects acquire the relevant knowledge and skills to improve students’ practical abilities and ability to innovate, to enable students from the formation of science and technology comes from life, the teaching mode of the concept of service life.
This model in the implementation process to adhere to two basic principles: First, practice the principle of a combination of experience and problems. Mr. Tao Xingzhi said: Action Health difficulties; difficulties of doubt; doubt born of assumptions; assume that students test; test broken and language; broken language gave birth to the action, so the evolution in the infinite ". Students practical experience in the teaching model of "creative research" aspects of the teaching activities of the premise and foundation. Students to carry out practical activities to gain practical experience, the accumulation of important data, to further identify problems, establish the issues, conduct research fully prepared. Aimlessly in the process of practice to carry out practical information of the data collected often lack specific, is not conducive to further explore the innovation. Must embrace the problem to find a lack of attitude, focusing on observation and experience, hard thinking, the courage, in order to effectively carry out practical activities, to collect targeted data and information, have combat experience. The second is the principle of combining independent research and innovation. Education today focuses on "people-oriented, calling the main spirit. Creative research and teaching model is designed to exercise students’ practical ability and creative ability. The whole pattern to the research and production of creative robotics projects as the carrier; student independent inquiry learning process, students’ independent innovation as the goal, students independent research and independent innovation. Under the guidance of teachers, the students theoretical knowledge through self-study, hands-on spontaneous acquisition skills, and ultimately the independent innovation, and production of creative robotics projects. Advocate student practice, to promote independent research by students and encouraging students’ independent innovation, knowledge and skills students learned in practice.
"Creative research" mode implementation of the three links
"Creative research" teaching model for the robot-disciplinary teaching requirements, "practical experience", "innovative legislation question," explores the production of "composed of three links. "Practical experience" is the premise and foundation of the "innovative legislation title", "explore the production is the result of" practical experience "and" innovative legislation title. Ring between these three aspects of the interlocking and mutually reinforcing, integration as a whole. Each and every element throughout the student as the main concept. In actuality, I was so sure:
A practical experience part - the accumulation of information and experience.
Practice, allowing students experienced things, development and change process of verification has to learn the knowledge, and gradually strengthen the skills and ability to think independently. I first of all carried out in this mode full of practical activities to enable students to accumulate sufficient social experience and data, to do the double on the ideology and ability to prepare for further study to explore.
Robot teaching, practice activities is not a single. I guide students through the classroom experience, life experience and social experience, to create a variety of forms, and rich in content and practice activities for the same research. Enable students to more specific and comprehensive practical experience on the same research direction.
1) The experience from the practice trials
Robot disciplines includes theoretical knowledge and skills in both aspects. Either through student experiments verify the theoretical knowledge, they can exercise skills. Robot in the classroom teaching, teachers can enable students to yourself to complete the experiment, to master a variety of phenomena and data at the same time master the relevant skills.
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