Multifunctional education robot system

Abstract

The invention relates to a multifunctional education robot system. The multifunctional education robot system comprises a core control panel unit, a sensor unit, a communication unit, a motion unit and a power supply management module, wherein the core control panel unit is a microprocessor; the sensor unit comprises a speed measuring sensor, a temperature sensor, a gray scale sensor, a barrier measuring sensor and an image sensor which are electrically connected to the microprocessor; the communication unit comprises a WIFI (Wireless Fidelity) communication module, a USB (Universal Serial Bus) communication module and a Bluetooth communication module; one end of the WIFI communication module is in bidirectional connection with the microprocessor, and the other end of the WIFI communication module is electrically connected with the image sensor; the motion unit comprises a direct-current motor motion module and a steering engine motion module; both the direct-current motor motion module and the steering engine motion module are electrically connected to the microprocessor. The multifunctional education robot system is simple and reasonable in structural design, is low in cost, has a plurality of networking capabilities, communication capabilities and interface capabilities, and can be combined with other equipment to realize novel functions; remote education can be realized, and upgrading and reconstruction of used equipment can be realized.

Description

technical field [0001] The invention relates to the field of educational equipment, in particular to a multifunctional educational robot system with remote resource sharing. Background technique [0002] In 2004, under the leadership and auspices of the Ministry of Education, the regular high school curriculum reform plan was launched, mainly aimed at quality education in middle schools. Initially, it was mainly piloted in coastal areas such as Guangdong, Shandong, Hainan, and Zhejiang to explore the direction and direction of middle school curriculum reform. content. By 2006, the pilot provinces had expanded to 10 provinces and the interior. During this period, after a lot of practice and hard work, the goals of curriculum reform in ordinary senior high schools gradually became clear, and the system structure of curriculum reform for "general technology" quality education was formed, which was widely recognized. By 2010, this reform had been fully implemented nationwide. ...

AI Technical Summary

Problems solved by technology

[0003] 1. Middle school students have not learned the knowledge of processors, do not have the basic skills of development and programming, and it is difficult to control the robot;

[0004] 2. There is no suitable professional instructor

The main reason is that there is no higher education training major for general technical courses in the country, and there is a shortage of teachers with educational knowledge background and robotics professional background; at present, most middle schools are transforming teachers majoring in physics, computer, and electronics into general technical courses. Course teachers; but robots are relatively comprehensive mechatronics equipment, and their technical complexity is higher than that of general education equipment, and robot education courses are not entirely limited to robotics issues, so these transformed instructors themselves need to learn and improve

[0005] 3. The cost of educational robots is high and the construction of laboratories is difficult

Most of the robots on the market are entertainment robots, which cannot be re-developed, nor provide user development support, and are not suitable for educational use

Some products may also be suitable for educational applications in some respects, but are not durable enough to be basically disposable and difficult to reuse in the lab

[0008] 6. The compatibility is not strong, the existing robot application field is single, and the versatility is not strong

[0009] 7. Robot equipment manufacturers only solve technical problems, but do not solve the educational problems brought about by robot technology

Domestic and foreign robot equipment manufacturers only pay attention to the problems in the technical field, and do not pay attention to the education problems brought about by robot technology

Especially in the field of higher education, there is still a gap. The technical problems brought by robots have not been used to explore the basic laws of such educational activities. As a result, there are still many gaps in robot-related educational research, which is not conducive to the widespread development of robot education.

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