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What is the purpose of using robots in school according to most researchers? PASSAGE PASSAGE PASSAGE Numerous types of robots are being incorporated(合并) in education. They range from simple "microprocessor(微处理器) on wheels" robots, to advanced toolkits, to humanoids. The choice of the robot is usually dictated by the area of study and the age group of the student. Smaller robots or toolkits are particularly used to teach robotics or computer science. These toolkits can be physically manipulated allowing students to learn a variety of disciplines across engineering. However, the human-like shape of humanoids makes them easier to interact with, and for this reason are often used for language lessons. Humanoids have the ability to provide real-time feedback, and their physical shape increases engagement. This often leads to a personal connection with the student, which can help resolve issues related to shyness, reluctance, confidence and frustration that may arise in dealing with a human teacher. For example, a robot will not get tired no matter how many mistakes a child makes. Humanoid robots are being widely utilized in classrooms in many countries including, Japan and South Korea. Telepresence(远程呈现) -- where a teacher can remotely connect to the classroom through the robot -- is being used as a way to teach students English. The teacher can participate in the classroom by being virtually present through a display mechanism. In some instances, the display is embedded(嵌入) in the robot's torso(躯干). Western countries have been much more hesitant in acknowledging the integration of robots in classrooms, with privacy, developmental hindrances, the rise in unemployment and technical deficiencies stated as the major drawbacks. Humanoid robots are still a fair way away from being autonomously situated in schools due mainly to technological limitations such as inaccurate speech or emotion recognition. However, the intention of most researchers in robotics is not for robots to replace teachers. Rather, the design goals of most robots are to function as an aid in the classroom and to enhance the added value they can bring as a stimulating and engaging educational tool. In order to facilitate the integration of robots in the classroom, we need to be able to provide appropriate interfacing(界面) mechanisms (software, hardware or even mobile apps), allowing the human teacher to control the robot with minimal training. A. To reduce the burden of teachers. B. To evaluate teaching and learning results. C. To serve as a more valuable assistant. D. To motivate teachers to have better teaching plans.
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参考答案:
举一反三
【单选题】脑脊液主要产生于
A.
脑组织
B.
脊髓
C.
软脑膜
D.
脑室脉络丛
E.
蛛网膜
【判断题】车站上设置的进站信号机是防护车站、指示列车可否由区间进入车站的信号。
A.
正确
B.
错误
【单选题】帕金森病的特征性症状是
A.
头痛
B.
呕吐
C.
意识丧失
D.
静止性震颤
E.
姿势步态异常
【单选题】帕金森病的特征性症状是
A.
运动缓慢
B.
静止性震颤
C.
写字过小征
D.
吞咽困难
E.
姿势步态异常
【单选题】传输 控制 协议 ( TCP )是 传输层协议 ,以下 关 于 TCP 协议 的 说 法, 哪个 是正确的?
A.
相比 传输层 的另外一 个协议 UDP ,TCP 既 提供 传输 可靠性, 还 同 时 具有更高的效率,因此 具有广泛的用途
B.
TCP 协议 包 头 中包含了源 IP 地址和目的IP地址,因此 TCP 协议负责将数 据 传 送到正确 的主机
C.
TCP 协议 具有流量控制、 数 据校 验 、超 时 重 发 、接收确 认 等机制,因此 TCP 协议 能完全替代 IP 协议
D.
TCP 协议虽 然高可靠,但是相比 UDP 协议 机制 过 于 复杂 , 传输 效率要比 UDP 低
【单选题】帕金森病的特征性症状是
A.
阵发性、强直性肢抽动
B.
痴呆
C.
意识丧失
D.
静止性震颤
E.
姿势步态异常
【单选题】脑脊液主要产生于()
A.
侧脑室
B.
第二脑室
C.
第三脑室
D.
第四脑室
【多选题】关于 UDP协议的特点,下列说法正确的是:( )。
A.
UDP是面向无连接的,不可靠的协议,将安全和排序等功能移交给上层应用来完成。
B.
UDP首部开销较小,8字节(TCP为20字节、IP为20字节)
C.
UDP占用的资源少,速度快。对于速度要求较高不需要数据特别完整的场景,如流媒体视频、音频,广泛使用了UDP协议。还有QQ消息、微信消息、手机短信等的传送也是UDP原理的应用。
D.
UDP支持一对一,一对多,多对一的交互通信。
【多选题】在我国基础教育课程改革实践中,课程标准是()的依据。
A.
教材印刷发行
B.
教学
C.
评估
D.
考试命题
【单选题】脑脊液主要产生于
A.
脑组织
B.
脉络丛
C.
神经组织
D.
蛛网膜粒
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