机器人技术逐渐的渗透入我们的生活，而中国机器人教育的发展仍处于起步阶段。目前，高中阶段的机器人课程是普通高中?家课程《通用技术》的一个选择性必修模块。这一模块要求同学们能够使用一定的硬件，搭建简易机器人，并使用计算机对其编程，使其能够执行一些任务。

在机器人课程开发和实施过程中，一些实践层面上的问题也浮出水面。机器人工程课程要求同学们使用机器人进行创意搭建，并实现同学自行设计的目标功能，这类课程往往会遇到同学创意匮乏或过于发散、对产品结构和功能的关系把握不到位，从而制作的物化产品质量不高的问题；同时，过高的课程自由度也容易使同学对自身水平产生认知偏差，从而导致心理学上的达克效应，影响学习效果。为了解决上述问题，本研究提出基于逆向工程教学法的机器人课程。

逆向工程是在仅得到某一产品的成品的条件下，运用技术手段对这一产品的参数、工作过程和原理进行测定，并制造这一产品的工程过程。

基于逆向工程教学法的机器人课程主要流程为：项目选题-产品研究-产品设计-产品制作-产品调试-项目结题。在课程实践中，不要求同学对目标产品进行严格意义上的模仿，而是基于所学内容，对其所能解决的实际问题进行把握，对其结构和工作过程进行原型层面的探究，提出解决实际问题的优化方案，并制作在结构和过程上与之相符的作品。

本研究在北京师范大学附属实验中学，面向高一高二共 68 名学生开展了准实验研究。学生被分为采用基于逆向工程教学法的实验组和基于正向工程教学法的控制组。通过比较实验组和控制组的前后测成绩和学生学习兴趣、态度的自我认知，发现：本课程对同学们学习智能控制和机器人技术的知识掌握有显著促进作用；经过本课程学习的同学，在机器人基础知识掌握程度的进步幅度要优于传统机器人工程课程的学习者。

本课程也有一定的局限性，本课程与传统机器人工程课程都不能促进同学更好地关注生活中的智能控制技术，也不能提高同学们对使用计算机对机器人进行控制的信心，可见，新课程并没有降低同学们学习过程中的畏难情绪，也没有在关注生活的层面提高同学们的技术意识。为此，可能需要进一步地改进基于逆向工程教学法的课程流程，进一步拉近同学与智能控制技术的距离，寻找更适合于同学能力的逆向工程对象，并通过工程指南等方法，为学生学习提供支架，降低学习难度。

Robot technology has gradually penetrated into our lives, but the development of robot education in China is still in its infancy. At present, robotics course in senior high school is an optional compulsory module of general technology, the national curriculum of senior high schools. This module requires students to be able to use certain hardware to build a simple robot and program it with a computer to perform some tasks.

In the process of developing and implementing the robot curriculum, some practical problems also emerge. The course of robot engineering requires students to use robots for creative construction and to achieve the target functions designed by students themselves. Such courses often encounter the problems that students are lack of creativity or too divergent, and they do not fully grasp the relationship between product structure and function, which leads to the low quality of materialized products. At the same time, too high the degree of curriculum freedom also easy to cause students to their own level of cognitive bias, which leads to the psychology of the dark effect, affect the learning effect. To solve the above problems, this study proposes a robot course based on reverse engineering teaching method.

Reverse engineering is an engineering process in which the parameters, working process and principle of a product are measured by technical means and the product is manufactured under the condition that only the finished product of a product is obtained.

The main process of robot course based on reverse engineering teaching method is: project topic selection - product research - product design - product production - product debugging - project conclusion. In the practice of the course, students are not required to strictly the target products to imitate, but based on what they have learned, to grasp it can solve the practical problems, and its structure and working process of the prototype level of exploration, put forward the optimization scheme to solve practical problems, and made on the structure and process are in conformity with the work.

A quasi-experimental study was carried out on 68 students in grade one and grade two of the experimental high school affiliated to Beijing normal university. The students were divided into experimental group based on reverse engineering teaching method and control group based on forward engineering teaching method. By comparing the test results of the experimental group and the control group with the self-cognition of students' learning interest and attitude, it is found that this course has a significant promoting effect on students' knowledge of intelligent control and robot technology. After learning this course, the students have a better improvement in the basic knowledge of robots than the learners of traditional robot engineering courses.

This course also has certain limitation, this course with traditional engineering courses robot can better facilitate students to focus on the intelligent control technology of life, also can't improve the students to use the computer to control the robot's confidence, visible, the new curriculum is not reduce the difficulties in the learning process, students are paying attention to the level of living raise awareness of the technology of the students. Therefore, it may be necessary to further improve the course process based on reverse engineering teaching method, further narrow the distance between students and intelligent control technology, find reverse engineering objects more suitable for students' ability, and provide support for students' learning by engineering guide and other methods to reduce the learning difficulty.