基于micro:bit的中学人工智能视觉课程设计与实施研究-国际教育学-CSCIED科技核心评价数据库-手机版

基于micro:bit的中学人工智能视觉课程设计与实施研究

Research on the design and implementation of artificial intelligence vision curriculum in middle schools based on micro:bit

ES评分 0 浏览量：99 下载量：0

全文阅读下载引用收藏

DOI	10.12208/j.ije.20260013
刊名	国际教育学 International Journal of Education
年，卷(期)	2026, 8(1)
作者	程佳瑜¹, 高友义³, 胡钰兰², 廖悦彬¹,
作者单位	1 湖北美术学院湖北武汉 2 武昌工学院湖北武汉 3 武汉新东方培训学校湖北武汉
摘要	在人工智能教育逐步进入中学课堂的背景下，如何构建一套可标准化、可复制的人工智能视觉课程实施模型，成为当前教学实践中的关键问题。研究发现当前中学人工智能视觉课程多以社团或竞赛形式开展，缺少结构清晰、可推广的课程实施路径。针对这一核心问题，本文构建“认知降阶—项目驱动—工程表达补强”的课程设计模型，并形成“视觉感知模块+工程控制模块”的双轨教学结构，通过颜色识别追踪与巡线小车两类教学实践进行验证。研究表明，该模型能够有效降低人工智能视觉技术的学习门槛，增强学生的工程实践能力与系统思维能力，并为中学人工智能视觉课程的规模化推广提供可行路径与实践依据。
Abstract	Against the background that artificial intelligence education has gradually entered middle school classrooms, how to construct a standardized and replicable implementation model for artificial intelligence vision curriculum has become a key issue in current teaching practice. The study finds that the current artificial intelligence vision courses in middle schools are mostly carried out in the form of clubs or competitions, lacking a clearly structured and promotable curriculum implementation path. Aiming at this core problem, this paper constructs a curriculum design model of "cognitive degradation—project-driven—engineering expression reinforcement", and forms a dual-track teaching structure of "visual perception module + engineering control module", which is verified by two teaching practices: color recognition and tracking, and line-following car. The research shows that this model can effectively lower the learning threshold of artificial intelligence vision technology, enhance students' engineering practice ability and systematic thinking ability, and provide a feasible path and practical basis for the large-scale promotion of artificial intelligence vision curriculum in middle schools.
关键词	micro:bit；人工智能视觉；课程实施模型；项目式学习；工程素养
KeyWord	micro:bit; Artificial intelligence vision; Curriculum implementation model; Project-based learning; Engineering literacy
基金项目
页码	59-63

参考文献
相关文献

[1] Voštinár P, Knežník J. Experience with teaching with BBC micro: bit
[C]//2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020: 1306-1310.

[2] Sun L, Liu J. Micro: bit programming effects on elementary STEM teachers’ computational thinking and programming attitudes: a moderated mediation model
[J]. Journal of Research on Technology in Education, 2024: 1-23.

[3] MENZILTSIDOU S, TSIOMI E, VASILOUDI E, NANOU A, KARAMPATZAKIS D. Designing Inclusive Coding Display Cards for Micro: bit
[C]//Proceedings of the 28th Pan-Hellenic Conference on Progress in Computing and Informatics. 2024: 301-306.

[4] 吴菁.Micro:bit开发板在高职课程《传感器技术与应用》教学中的实践思考——以“光电传感功能应用”为例
[J].机械管理开发,2023,38(01):72-73+77.

[5] 李莹莹.劳动教育融入初中信息科技教学的项目设计与实践——以“Micro:bit无线通信应用项目”为例
[J].教育科学论坛,2025,(19):60-62.

[6] 彭莲芳.基于micro:bit的初中信息科技项目式教学设计与实践
[J].福建教育学院学报,2024,25(06):55-57.

[7] GARCIA-RUIZ M A, ALVAREZ-CARDENAS O, INIGUEZ-CARRILLO A L. Experiences in Developing and Testing BBC Micro: bit Games in a K-12 Coding Club during the COVID-19 Pandemic
[C]//2021 IEEE/ACIS 20th International Fall Conference on Computer and Information Science (ICIS Fall). IEEE, 2021: 161-164.

[8] PALIN K, FINNEY J, HODGES S, BALL T. MicroData: live visualisation & recording of micro: bit sensor data
[C]//Proceedings of the 19th WiPSCE Conference on Primary and Secondary Computing Education Research. 2024: 1-2.

[9] 李恒,朱忍,彭辉,等.以micro:bit开发板促进“自动控制原理”课程教学的研究
[J].工业和信息化教育,2022,(03): 72-76.

[10] KORHONEN T, SALO L, SORMUNEN K. Making with Micro: bit: Teachers and students learning 21st century competences through the innovation process
[C]//Proceed-ings of FabLearn 2019. 2019: 120-123.

引用本文

程佳瑜, 高友义, 胡钰兰, 廖悦彬. 基于micro:bit的中学人工智能视觉课程设计与实施研究 [J]. 国际教育学. 2026; 8; (1). 59 - 63.

文献评论

相关学者

相关机构