我国基础教育改革强调以发展学生的核心素养为目标，着力于培养创新型、复合型人才，STEAM教育理念是推动基础教育改革的重要手段之一。为了符合当下新课程标准中对学生核心素养发展的要求，高中阶段机器人教育课程的教育培养目标、课程开发原则和教学模式亟待革新，STEAM教育能促进学习者的问题解决能力、创新实践能力等素养能力， 适合整合创造型的机器人课程。但是经文献调研发现，目前尚缺少具体、成熟的基于STEAM教育理念的创造型机器人课程设计模型。基于STEAM教育理念，本研究结合“做中学”理论，对STEAM教育理念与机器人教育相关文献进行了深入探究，构建出一套完整的高中机器人课程设计模型，并通过两轮迭代验证，以期达到培养学生创新实践能力、问题解决能力等素养的目标。

在STEAM教育的背景下，本研究深入探讨了基于设计的学习（DBL）模式，并将多种教学方法进行了系统的比较，从而构建出一个完整的机器人课程体系。本研究选取安徽省合肥市某中学的高一年级的某个社团的学生作为研究对象，在9个月的时间里，共经历了两轮迭代，旨在提升教学质量。第一轮实施对象共34人，4-5人为一组共7组，第二轮实施对象共36人，均为高一年级学生，4-5人为一组共8组学生。结合独立样本t检验和配对样本t检验分析学生创造力倾向前后测问卷、问题解决能力倾向前后测问卷、项目评价、访谈等数据。经分析得到每一轮课程实施的教学效果及其中存在的问题，对课程设计模型和课程内容进行修改和完善，最终得到结构较为完整的课程。

研究结果表明：（1）STEAM教育能够有效整合机器人课程，本研究基于STEAM教育理念构建的机器人课程设计模型得到了学生的普遍认可，将STEAM教育理念和机器人教育相融合具有一定的合理性。（2）经过两轮课程实施中对学生创造力倾向水平前后测对比实验，本研究发现学生经过本研究基于STEAM教育理念开发的机器人课程学习后，创造力倾向的四个维度均有了显著性提升。基于STEAM教育的机器人课程设计模型能够促进学生创造力倾向的发展。（3）经过两轮课程实施中对学生问题解决能力倾向的前后测对比实验，学生在课程学习后问题解决能力有了显著性的提升，证明本研究构建的课程设计模型下开发的教育课程能够促进学生的问题解决能力发展。

The core literacy of Chinese students is the primary focus of their basic education reform, with STEAM education as a key tool to cultivate innovative and compound talents.To satisfy the demands for the honing of pupils' essential skills in the current fresh curriculum regulations, educational training aims must be met.Innovating curricula, teaching methods, and robotics education courses in high school is essential; STEAM education can foster problem-solving aptitude, creative practice aptitude, and other literacy skills in learners.For integrated and imaginative robot classes, this is the ideal choice. However, literature research shows that there is still a lack of specific and mature creative robot course design model based on STEAM education concept. This study, guided by constructivist learning theory and "learning by doing" theory, sorted out the literature concerning STEAM education philosophy and robot education.A STEAM education concept was the basis for a high school robot curriculum design model, which underwent two rounds of testing to ensure its effectiveness and practicality in order to cultivate students.Problem-solving and innovative practical aptitude.

A design-based research method is adopted in this study, with a particular emphasis on the design-based learning (DBL) mode commonly utilized in integrated STEAM education. This study constructed a curriculum design model based on the STEAM education concept, and also conducted a comprehensive comparison of various DBL teaching approaches, including a course case with the theme of "".The high school year saw the creation of a nine-month examination, which served as the foundation for the Design and Production of Discovery Rescue Robot. Iterate over two rounds of research. The first round of implementation targets has a total of 34 people, 4-5 people are a group of 7 groups, the second round of implementation targets a total of 36 people, all are senior first-year students, 4-5 people are a group of 8 groups of students. The T test of the independent sample and paired sample, when combined with the data of students' creativity inclination before and after the test, problem solving aptitude tendency before and after the questionnaire, and project assessment, yielded results.Analysis of interview and other data was conducted. After analyzing the teaching effect of each round of course implementation and the existing problems in it, the course design model and course content were modified and improved, and finally the structure was relatively complete.

The results show that: (1) STEAM education can effectively integrate robot courses, and the robot curriculum design model constructed based on STEAM education concept in this study has been widely recognized by students, and it is reasonable to integrate STEAM education concept and robot education. (2) This study discovers that, upon the completion of two rounds of comparative experiments assessing students' creativity tendencies in the course's implementation, those who have learned the robot course based on the STEAM education concept are more likely to be successful.Significantly enhanced have been the four facets of creativity inclination. The robot curriculum design model based on STEAM education can promote the development of students' creative tendencies. (3) Following two experiments comparing the students' aptitude for problem-solving in the course's implementation, it has been observed that their problem-solving capacity has been notably enhanced after learning the course.This study's curriculum design model has demonstrated that the educational curriculum created can foster students' problem-solving aptitude.