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【简答题】
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】下列关于分公司和子公司的说法中,错误的是:
A.
分公司没有独立的行为能力
B.
子公司只能在母公司的经营范围内进行经营活动
C.
分公司没有独立的财务
D.
子公司的行为后果由子公司承担
【单选题】中国传统文化是以什么文化为主体的文化( )。
A.
儒家文化、道家文化、墨家文化
B.
儒家文化、道家文化、佛家文化
C.
儒家文化、道家文化、法家文化
D.
儒家文化、道家文化、农家文化
【简答题】_____是斯堪的纳维亚国家中最早出现自己的设计运动的国家。
【单选题】下列关于分公司的说法,错误的是( )。
A.
业务、资金、人事等各方面受总公司管辖和控制
B.
不具有法人资格
C.
可以在总公司的授权范围内进行经营活动
D.
承担法律后果
【单选题】制动灯要求其灯光在夜间能明显指示( )
A.
30 米以外
B.
60 米以外
C.
100 米以外
D.
50 米以外
【简答题】网络营销是独立的,它与线下营销相结合形成了一个相辅相成、互相促进的营销体系。
【单选题】制动灯要求其灯光在夜间能明显指示( )
A.
30m以外
B.
60m以外
C.
100m以外
【简答题】下列关于子公司和分公司的说法,错误的是(    ) A.子公司的行为后果由母公司承担 B.子公司只能在母公司的经营范围内进行经营活动 C.分公司有独立的财产 D.分公司可以自己的名义进行法律行为
【单选题】斯堪的纳维亚国家中,最早出现自己的设计运动的是
A.
美国
B.
日本
C.
中国
D.
瑞典
【判断题】宗教的哲学体系并不是一种完整的哲学的体系。()
A.
正确
B.
错误
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