学习画像驱动下《机器人学》课程虚实融合项目化教学模式构建与实践

Development and Implementation of aLearning Profile-Driven Virtual-Physical Integrated Project-Based Teaching Model for the Robotics Course

摘要: 针对《机器人学》课程教学中理论内容抽象、实践环节碎片化、学生能力差异较大以及评价方式单一等问题，本文提出学习画像驱动的虚实融合项目化教学模式。该模式以学习过程数据为基础，从知识掌握、运动学建模、仿真实现、实物调试、项目协作和工程表达等维度构建学习画像，并将画像结果用于学情诊断、任务设计、分层指导和能力评价。实践表明，该模式有助于提升学生理论迁移、工程实践、团队协作和持续改进能力，为《机器人学》课程教学改革提供了参考。

Abstract: To address the challenges of abstract theoretical content, fragmented practical training, heterogeneous student competencies, and limited evaluation approaches in the teaching of the Robotics Course, this study develops a learning profile-driven virtual-physical integrated project-based teaching model. Drawing on students’ learning process data, the proposed model constructs multidimensional learning profiles covering knowledge mastery, kinematic modeling, simulation implementation, physical robot debugging, project collaboration, and engineering communication. The profiling results were then used for learning progress diagnosis, task design, differentiated instruction, and competency assessment. Practice has shown that this model helps improve students’ abilities in theoretical transfer, engineering practice, teamwork, and continuous improvement, providing a reference for the teaching reform of the Robotics Course.