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1、西北工业大学明德学院本科毕业设计论文（本科毕业论文）外文文献及译文题目：Robots Make Computer Science Personal专业名称 机械设计制造及其自动化 学生姓名 陈慧斌 指导教师 邓修瑾 毕业时间 2014.6 外文文献原文：Robots Make Computer Science PersonalThey also make it more hands-on, real, practical, and immediate ,inspiring a new generation of scientists deep interest in the field.Com
2、puter 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-t
3、ion.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
4、 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 th
5、em,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 cant be explained away by economic boo
6、ms 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 U
7、niversity of California,Los Angeles (www.gseis.ucla.edu/heri/heri.html) 4. This trend is related to CSs 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 rec
8、ent 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 opposi
9、te 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 mul
10、tiyear 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
11、 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 l
12、ike 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 proble
13、ms 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 su
14、ch 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 artifactin this case a robotprovides intrinsic motivation to both the instructor and the student to explore the science a
15、nd 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 i
16、nstructor would likely attempt to motivate this students 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 dan
