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西北工業(yè)大學(xué)明德學(xué)院本科畢業(yè)設(shè)計(jì)論文
（本科畢業(yè)論文）
外文文獻(xiàn)及譯文
題目：Robots Make Computer Science Personal
專(zhuān)業(yè)名稱(chēng) 機(jī)械設(shè)計(jì)制造及其自動(dòng)化
學(xué)生姓名 陳慧斌
指導(dǎo)教師 鄧修瑾
畢業(yè)時(shí)間 2014.6
外文文獻(xiàn)
原文：
Robots Make Computer Science Personal
They also make it more hands-on, real, practical, and immediate ,inspiring a new generation of scientists' deep interest in the field.
Computer science has lost its appeal, and robots can help find it. Even as computing has in vadedevery aspect of our lives, CS as a field of study is often seen as disconnected from these same lives. So to reestablish the connection,the Institute for Personal Robots in Education (IPRE, www.roboteduca-tion.org) is developing a personal robot, software,and curricula to help teach introductory CS courses. Imbued with the proper pedagogical philosophy and training, it can help make CS mor- epersonal.
Who is to blame for the current lack of interest ? Well, me, for one. But CS education has long been a "student repellent," along with what might be viewed as asocial industry practices and unfortunate Hollywood stereotypes. Though there are islands of hope (such as Carnegie Mellon University and the Georgia Institute of Technology), overall, fewer students are enrolling in CS courses, staying with them,or moving into industry because w e have was hed them out of the classroom and the pipeline.
Then again, maybe the lack of interest simply reflects the state of the U.S. economy. But if you look at the numbers over the past 20 years, at least some invariants can't be explained away by economic booms and busts. Women and minorities have always been underrepresented in computing; their numbers in the U.S. peaked almost 25 y ears ago. Meanwhile, from 1998 to 2004 the enrollment of women in CS fell 80%, from about 1.5% to about 0.25%, according to the Higher Education Research Institute at the University of California,Los Angeles (www.gseis.ucla.edu/heri/heri.html) [4]. This trend is related to CS's reputation for being impersonal to all types of students, as reflected in the falling enrollment figures across the board, also according to the Higher Education Research Institute. Foll owing recent research in CS gender issues, we no w know much mor e about the weaknesses in CS education [2], most notably that students' personal values are often at odds with the environment in CS classrooms. For example, long solitary hours in the laboratory obsessing over minute details is exactly the opposite of what many students are looking for. If CS educators would confront this reality and develop the pedagogical principles needed to fix it, w e could at least hope that the gr owing crisis in the CS pipeline might be ameliorated.
Toward this end, my colleagues and I at IPRE have embarked on a multiyear project to create new introductory CS courses and textbooks designed to be accessible and inspiring to all students. The curricula are centered around a small personal robot (about the size of a paperback book) tentatively named "Gyro" being developed at the Georgia Institute of Technology (see the figure here). Our visions that each student would pur chase one for about$150 retail at their college bookstores, using them throughout their CS explorations. IPRE was initiated through a $1 million grant from Microsoft Research, announced in July 2006.
At first glance, using robots may sound like a strange way to attract into CS those students who have traditionally been intimidated, excluded, or weeded-out of the field. One could imagine that robots would only exacerbate the problem rather than help alleviate it. However, CS is fundamentally about problem solving, and the example problems assigned to students in the classroom can profoundly influence ho w they perceive CS relevance and useful-ness. For example, an instructor who illustrates the topic of parsing with a com -piler example has lost an opportunity to connect CS with the rest of the everyday world. Exclusively using such incestuous examples is the equivalent of "computer science for the computer scientist." We must provide motivation that is instantly appreciated and understood by all.
Having an artifact—in this case a robot—provides intrinsic motivation to both the instructor and the student to explore the science and engineering behind it. Students continue for reasons (such as fun, curiosity, and to show off to family and friends) that are very different from those traditionally identified. Consider a student who writes a program that produces the output "5" then later disco vers the correct output is "4." The instructor would likely attempt to motivate this student's innate interest in the art and science of debugging. However , the goal of producing the correct answer motivates only some students, while others see it only as a way to "please the instructor." Now consider an assignment that requires students to write a pro-gram to create a dancing robot. The notion of "correct answers" is thrown out the window. In addition, the instructor doesn't have to artificially motivate debugging because the students generate their own motivation. They initiate the debugging conversation, eager to understand and fix a program not because it is perceived by the instructor as "wrong" but because the robot doesn't do what they want it to do. Projects like "robot dancing" represent a more natural learning environment, focusing on the creative not the merely correct.
Our embrace of the personal robot in the class-room is built on the shoulders of creative giants,
including:
Karel. In the form of an ASCII character or toy-like robot only a few pixels tall, it moves through at grid world picking up and dropping off beepers[3];
Alice. Controlling beautifully rendered characters(such as chickens, snowmen, and ovens), it allows students to create animated stories(www.alice.org); and
Lego Mindstor ms. These build-it-yourself robots are packaged as a kit (mindstorms.lego.com).
Our vision of a personal robot in the classroom adds to the conversation. It will emerge from its box, perhaps in the form of an egg or small creature rolling around on its own wheels, immediately usable by students for writing simple control programs or for instant messaging other robots and using the IMs to allow them to coordinate their robots' behaviors. They will operate in the real-world environment of walls and gravity, a place quite different from Karel's beeper-tagged grid world. In addition, the software, called Myro, we are developing for controlling robot movements, reactions, and environmental sensing can be used in real robotics research projects. (Myro is implemented in Iron-Python and C# running on .NET and Mono, the open sour ce- implementation of .NET .) It will help students progress fr om introductory coursework to more advanced concepts (such as data structures and object-oriented programming). It will be able to control a variety of simulated, educational, and commercial robots, including Mobile Robots.com's Pioneer, iRobot.com's Roomba, and Lego Mindstorms. It will enhance students' understanding of what it means for software to perform within and despite the constraints and opportunities of the physical world, helping bring a sense of authenticity to the class-room, for which there is no substitute.
Guided by the philosophical principle of "pedagogical scalability," IPRE looks for tools that are simple to understand and use immediately yet provide strong . One such tool is the language Python, which is intuitive, powerful, and easy to learn (www.python.org) [1]. We have been exploring its use in CS education for several years. We now hope to develop and identify a library beyond Myro, Gyro, and Python of pedagogically scalable hardware, software, and course ware tools for teaching CS.
Robots are no silver bullet for overcoming the current difficulty attracting and keeping students. But they can be used in combination with other ideas to create a mor e meaningful, accessible, interesting, intellectually challenging medium for teaching. We hope that they, along with personal open-ended assignments and a scalable pedagogical framework, will help attract, inspire, prepare, and keep a large and diverse group of students. Our aim is for them to find CS more satisfying, as well as a great place to refine their computational thinking, creativity , and career ambitions.
We begin testing these ideas in the classroom in the spring of 2007 at both Bryn Mawr College and the Georgia Institute of Technology, then explore the possibilities over the following three years. If all goes well, perhaps these personal robots will help CS regain the universal appeal it once had.
6
譯文：
機(jī)器人技術(shù)使計(jì)算機(jī)科學(xué)更加貼近大眾
機(jī)器人技術(shù)同時(shí)也使計(jì)算機(jī)科學(xué)更加實(shí)用、真切，更富于操作性和動(dòng)作的迅捷。
計(jì)算機(jī)科學(xué)已經(jīng)失去了往日的感染力，然而機(jī)器人技術(shù)可以幫助它找回往日的輝煌。計(jì)算機(jī)似乎已經(jīng)侵占了我們生活的方方面面，但是機(jī)器人技術(shù)的研究似乎還處于若即若離的狀態(tài)。所以，為了重建兩者之間的聯(lián)系，個(gè)人教育機(jī)器人研究院正在研制一款個(gè)人使用的機(jī)器人，包括機(jī)器人本身、軟件、課程等。這些均將用于幫助人們學(xué)習(xí)初步的計(jì)算機(jī)課程。課程融入了合適的教學(xué)哲學(xué)，使計(jì)算機(jī)的學(xué)習(xí)更加個(gè)人化。
誰(shuí)應(yīng)該為現(xiàn)在沒(méi)有意思的計(jì)算機(jī)課程負(fù)責(zé)？好吧，我，還是其他什么人。計(jì)算機(jī)科學(xué)的教育一直被認(rèn)為是“學(xué)生的噩夢(mèng)”，同樣被看做已經(jīng)不幸地成為老一套的好萊塢模式。雖然還有一些跡象表明計(jì)算機(jī)科學(xué)還是很不錯(cuò)的學(xué)科，但是，從整體來(lái)說(shuō)，更少的學(xué)生進(jìn)入計(jì)算機(jī)領(lǐng)域，因?yàn)槲覀円呀?jīng)把他移出了我們的課程。
更進(jìn)一步的說(shuō)，很有可能，計(jì)算機(jī)科學(xué)缺乏魅力恰好反映了美國(guó)當(dāng)前的經(jīng)濟(jì)狀態(tài)。但是，如果你有看過(guò)過(guò)去二十年的數(shù)據(jù)，就會(huì)發(fā)現(xiàn)至少一些不變量通過(guò)經(jīng)濟(jì)的繁榮和增長(zhǎng)是不能解釋的。婦女和少數(shù)民族在計(jì)算機(jī)領(lǐng)域長(zhǎng)期一來(lái)一直沒(méi)有足夠的代表。在過(guò)去的二十五年里，他們的數(shù)量一直領(lǐng)先。同時(shí)，根據(jù)位于洛杉磯的加利福尼亞大學(xué)高等教育研究中心的調(diào)查結(jié)果顯示，從1998年到2004年，計(jì)算機(jī)領(lǐng)域的婦女招收人數(shù)下降了百分之八十，從原來(lái)所占比例百分之一點(diǎn)五，到現(xiàn)在的百分之零點(diǎn)二五。這一趨勢(shì)和計(jì)算機(jī)科學(xué)在所有的學(xué)生中備受冷遇有關(guān)，這可以從持續(xù)下降的招收?qǐng)D表中可以看到，同時(shí)也可以從高等教育研究中心看到。跟隨最近的一項(xiàng)關(guān)于計(jì)算機(jī)科學(xué)的屬性問(wèn)題的研究，我們可以知道更多計(jì)算機(jī)科學(xué)在教學(xué)方面的弱點(diǎn)，更加明顯地發(fā)現(xiàn)，對(duì)于教學(xué)的環(huán)境，學(xué)生們各執(zhí)一詞。例如：長(zhǎng)期單獨(dú)一個(gè)人在實(shí)驗(yàn)室，糾纏于大量細(xì)微末節(jié)的東西，和許多學(xué)生的追求是大相徑庭的。如果計(jì)算機(jī)科學(xué)的教學(xué)能夠坦然面對(duì)這一事實(shí)，發(fā)展可以修復(fù)這一缺陷的教學(xué)理論，那么我們至少可以希望這一局面能夠慢慢得以改善。
最后，我和我在個(gè)人教育機(jī)器人研究院的同事們開(kāi)始從事一項(xiàng)為期多年的工程，這項(xiàng)工程旨在編寫(xiě)出新的計(jì)算機(jī)科學(xué)課程導(dǎo)論和相應(yīng)的教科書(shū)，使這門(mén)科學(xué)能夠更容易被人接受，從而激發(fā)所有的學(xué)生。課程的核心圍繞一個(gè)小的私人機(jī)器人，大約就一本平裝書(shū)那么大，我們暫時(shí)把它命名為“陀螺”，我們希望每個(gè)同學(xué)都能花上一百五十美元在他們大學(xué)的書(shū)店里買(mǎi)到這個(gè)小機(jī)器人，并且使用它完成自己的計(jì)算機(jī)科學(xué)之旅。個(gè)人教育機(jī)器人研究院已經(jīng)接受了來(lái)自微軟研究中心的一百萬(wàn)的補(bǔ)助金。發(fā)表于2006年6月。
首先，將機(jī)器人用于計(jì)算機(jī)科學(xué)的教學(xué)中聽(tīng)起來(lái)似乎很奇怪。學(xué)計(jì)算機(jī)的學(xué)生在提起計(jì)算機(jī)的學(xué)習(xí)時(shí)，只會(huì)感到恐怖。有些人會(huì)想到，機(jī)器人的應(yīng)用只會(huì)使這一問(wèn)題更加嚴(yán)重，而不是緩和矛盾。然而，計(jì)算機(jī)科學(xué)教學(xué)所存在問(wèn)題的解決是刻不容緩的，刻意給學(xué)生分配的老套的例題，會(huì)嚴(yán)重影響到學(xué)生對(duì)計(jì)算機(jī)科學(xué)的理解和應(yīng)用。比如：一個(gè)老師使用匯編語(yǔ)言來(lái)闡明一個(gè)概念時(shí)，其本身已經(jīng)切斷了計(jì)算機(jī)科學(xué)和生活的聯(lián)系。專(zhuān)門(mén)使用那些沒(méi)有血肉的教學(xué)例子就好像計(jì)算機(jī)科學(xué)家在學(xué)計(jì)算機(jī)。我們必須提供足夠的吸引力，以推動(dòng)學(xué)生能理解和欣賞這門(mén)科學(xué)。
有了這件工藝品——一個(gè)機(jī)器人，它為教師和學(xué)生提供了內(nèi)在的學(xué)習(xí)動(dòng)力，激發(fā)他們?nèi)ヌ剿饔?jì)算機(jī)背后的科學(xué)。到那個(gè)時(shí)候，學(xué)生們堅(jiān)持學(xué)習(xí)計(jì)算機(jī)的原因?qū)?huì)多種多樣，因?yàn)榕d趣、好奇心、或者是想在家人和朋友面前炫耀一下。設(shè)想一下一個(gè)學(xué)生寫(xiě)了一個(gè)程序，運(yùn)行結(jié)果是五，但隨后他發(fā)現(xiàn)正確答案應(yīng)該是四?？吹竭@個(gè)，老師的反映可能是試圖去激發(fā)學(xué)生在排查故障上邊的興趣。然而，對(duì)排除故障得到正確答案的學(xué)生只是少部分，而其他學(xué)生把這一過(guò)程只是看做取悅老師的方式而已?，F(xiàn)在，考慮這樣一個(gè)任務(wù)，要求學(xué)生寫(xiě)一個(gè)能讓機(jī)器人跳舞的程序。正確答案已經(jīng)一目了然了。另外，教師們不需要人為地激發(fā)學(xué)生去排查故障，因?yàn)閷W(xué)生已經(jīng)自然而然地在尋找了。他們排查故障，努力修復(fù)程序，不是因?yàn)槔蠋熣f(shuō)這是錯(cuò)誤的，而是機(jī)器人沒(méi)有做出他們指揮的動(dòng)作。像“跳舞的機(jī)器人”這樣的題目，呈現(xiàn)了一個(gè)自然而然的學(xué)習(xí)環(huán)境，激發(fā)學(xué)生的創(chuàng)造力，而不是僅僅讓學(xué)生尋找一個(gè)正確的答案。
在創(chuàng)造課堂私人機(jī)器人的過(guò)程中，我們得到了很多具有創(chuàng)造力的卓越人才的支持，包括：卡雷爾，艾麗絲，壘高拼裝玩具商。
我們期望在課堂上使用的私人機(jī)器人能夠增加交流功能，而且更加人性化。沒(méi)準(zhǔn)它能像破殼的小雞一樣從盒子里邊鉆出來(lái)，還能像小生物一樣用腳走路。最重要的它能夠協(xié)助同學(xué)們完成簡(jiǎn)單的控制程序，或者和別的機(jī)器人進(jìn)行即時(shí)通訊，同時(shí)，使用感應(yīng)電動(dòng)機(jī)調(diào)節(jié)他們的動(dòng)作。這樣的機(jī)器人是可以在真實(shí)環(huán)境中操作的。另外，軟件邁羅，我們研制它將用于控制機(jī)器人的動(dòng)作、反映和環(huán)境的感知，其實(shí)，它也可以用于機(jī)器人的研制項(xiàng)目中。它可以幫助學(xué)生從傳統(tǒng)的引導(dǎo)式教學(xué)走向更加先進(jìn)的教育理念。它可以控制各種各樣仿生型、教育型、商業(yè)型機(jī)器人。它可以增強(qiáng)學(xué)生對(duì)軟件的理解能力。因?yàn)闆](méi)有替代產(chǎn)品，所以機(jī)器人會(huì)給學(xué)生帶來(lái)更強(qiáng)的權(quán)威性。
在“教學(xué)的可擴(kuò)展性”哲學(xué)原理的指導(dǎo)下，個(gè)人教育機(jī)器人研究院正在研制這樣的工具，它以學(xué)長(zhǎng)的身份呈現(xiàn)在學(xué)生面前，易于好理解，使用起來(lái)可以提供強(qiáng)大的教學(xué)平臺(tái)。一個(gè)名叫派森的語(yǔ)言學(xué)習(xí)工具就是其中之一，我們?cè)谟?jì)算機(jī)科學(xué)教育平臺(tái)上開(kāi)發(fā)它已經(jīng)多年了?，F(xiàn)在我們想開(kāi)發(fā)一種無(wú)論是從軟件還是硬件方面，均超越邁羅、陀螺、和派森的電子圖書(shū)館，用于計(jì)算機(jī)科學(xué)的教學(xué)。
機(jī)器人沒(méi)有什么特別的高新技術(shù)以解決現(xiàn)在保留和吸引學(xué)生的難題。但是可以通過(guò)和其它思想的交融，創(chuàng)造出一個(gè)更加有趣、貼近生活、智力上富于挑戰(zhàn)性的教學(xué)模式。我們希望，通過(guò)使用較為靈活的學(xué)習(xí)任務(wù)和可升級(jí)的教學(xué)構(gòu)架，能夠激發(fā)和吸引更多的學(xué)生學(xué)習(xí)計(jì)算機(jī)科學(xué)，從而保持一定數(shù)量的學(xué)生群體。我們的目標(biāo)是然他們發(fā)現(xiàn)學(xué)習(xí)計(jì)算機(jī)科學(xué)的樂(lè)趣，同時(shí)也是更大程度的提煉他們的計(jì)算思想、創(chuàng)造力和事業(yè)上的博大雄心。
我們開(kāi)始測(cè)試這一觀點(diǎn)是在2007年的春天，同時(shí)在布林莫爾學(xué)院 和 喬治亞理工學(xué)院，在隨后的三年里，考究了這一計(jì)劃實(shí)施的可能性。如果一切進(jìn)展順利的話，沒(méi)準(zhǔn)機(jī)器人能幫助計(jì)算機(jī)科學(xué)這門(mén)課程重回當(dāng)年的雄風(fēng)。