【作 者】：
钟柏昌， 夏莉颖
【关 键 词 】：
机器人； 人工智能； 学科整合； 数学教育； 案例研究
【栏 目】：
历史与国际比较
【中文摘要】：
当前，人工智能进校园已成为一种国家战略。作为人工智能在教育中应用的典型，机器人教育暴露出了侧重学科本位而缺乏课程整合、侧重基础知识学习而缺乏创新应用的不足。因此，机器人与学科教学的整合将成为今后“人工智能+教育”的一个重要研究方向。以此为背景，文章以数学课程为例，首先，认为机器人主要适用于支持数与代数、图形与几何等内容的学习。然后，结合国际案例总结出了机器人支持数学学习的四种方式：（1）通过机器人编程理解数与代数的概念；（2）通过搭建机器人理解图形与几何的概念；（3）通过搭建机器人并编写程序综合理解数学概念；（4）通过与机器人交互学习数学知识。整体而言，机器人走进数学课堂，一方面需要利用机器人的交互性实现参与式教学，另一方面需要利用机器人的物化特征架起抽象数学与实际生活的桥梁。此外，还需要数学教师与技术教师的有效沟通和相互支持。
【英文摘要】：
Currently, the application of artificial intelligence (AI) in education has become a national strategy. As a typical application of AI in education, robot-based education has been exposed to the lack of curriculum integration and the lack of innovative applications due to the focus on subject-orientation and basic knowledge learning. Therefore, the integration of robot and subject teaching will become an important research direction of "AI + education" in the future. Based on this background, this paper takes mathematics course as an example. Firstly, it is considered that robots are mainly suitable for supporting the learning of number and algebra, graphs and geometry. Then, combined with international cases, four ways for robots to support math learning are summarized: (1) understanding the concepts of number and algebra through robot programming; (2) understanding the concepts of graphics and geometry by building robots;(3) comprehensively understanding mathematical concepts by building robots and writing programs; (4) learning mathematics through interaction with robots. As a whole, the introduction of robots into the mathematics classroom requires, on the one hand, the use of robot interactivity for participatory teaching and, on the other hand, the use of robots to bridge the gap between abstract mathematics and real life. In addition, there is a need for effective communication and mutual support between mathematics teachers and technical teachers.