智能技术变革教育的发展趋势——第四届中美智慧教育大会综述
|
摘要
为响应我国人工智能发展的战略布局和教育系统变革的内在需求,该文回顾了2019年3月在美国举办的"第四届中美智慧教育大会:智能技术变革教育",旨在揭示中美两国在智能教育领域的发展趋势和实践经验,为落实我国发展人工智能教育的国家战略提供宝贵的经验借鉴。该会议独特地搭建了高校学者、一线教师、科技企业和资本投资方沟通交流的平台,为我国在智能教育领域建立产学研用一体化平台的布局提供了实践经验。该文采用主题分析的方法对大会上各位专家发表的核心内容进行了探析,讨论了智能教育环境中的关键技术、智能技术对教育体系支持的实践创新。经过研究发现,人工智能在教育领域的应用呈现出与其他新兴技术进行融合、协同赋能教育的趋势。同时在智能教育的发展过程中,与会专家们特别指出了来自伦理和基础理论的挑战,强调教育体系中各方干系人协同发展的重要性,并提供了产学研用一体化的实践路径。
In response to the national strategic development of AI education in China, this paper reviews the Fourth US China Smart Education Conference: Intelligent Technology Change Education, held in the United States in March 2019, revealing the development trend and practical experience of China and the United States in the field of intelligent education. The conference has uniquely set up a platform for communication among University scholars, front-line teachers, science and technology enterprises and capital investors,providing practical experience for the establishment of an integrated platform for production, teaching and research in the field of intelligent education in China. This paper uses thematic analysis method to analyze the presentations at the conference, in order to explore the key technologies in intelligent education environment and the practical innovation of intelligent technology in support of education system. It is found that the application of artificial intelligence in the field of education shows the trend of integration with other emerging technologies and collaborative enabling education. At the same time, in the development of intelligent education, the experts especially pointed out the challenges from ethics and basic theory, emphasized the importance of coordinated development of stakeholders in the education system, and provided a practical path of integration of production, teaching and research.
In response to the national strategic development of AI education in China, this paper reviews the Fourth US China Smart Education Conference: Intelligent Technology Change Education, held in the United States in March 2019, revealing the development trend and practical experience of China and the United States in the field of intelligent education. The conference has uniquely set up a platform for communication among University scholars, front-line teachers, science and technology enterprises and capital investors,providing practical experience for the establishment of an integrated platform for production, teaching and research in the field of intelligent education in China. This paper uses thematic analysis method to analyze the presentations at the conference, in order to explore the key technologies in intelligent education environment and the practical innovation of intelligent technology in support of education system. It is found that the application of artificial intelligence in the field of education shows the trend of integration with other emerging technologies and collaborative enabling education. At the same time, in the development of intelligent education, the experts especially pointed out the challenges from ethics and basic theory, emphasized the importance of coordinated development of stakeholders in the education system, and provided a practical path of integration of production, teaching and research.
引文
[1]赵婀娜.国际人工智能与教育大会闭幕,形成《北京共识》[N].人民日报,2019-05-19(2).
[2]陈宝生在国际人工智能与教育大会上做主旨发言—走好智能时代中国教育发展道路[EB/OL].http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/moe_1485/201905/t20190516_382240.html,2019-06-11.
[3]金慧,邵钰等.智能化教育生态系统的构建与创新——《地平线报告》(2018高等教育版)启示[J].远程教育杂志,2018,36(5):5-16.
[4]刘德建,杜静等.人工智能融入学校教育的发展趋势[J].开放教育研究,2018(4):33-42.
[5] Nilsson,N.J.The Quest for Artificial Intelligence:A History of Ideas and Achievements[M].Cambridge,UK:Cambridge University Press,2010.
[6]任友群,冯仰存等.融合创新,智能引领,迎接教育信息化新时代[J].中国电化教育,2018,(1):7-14.
[7]高红丽,隆舟等.智能导学系统Auto Tutor:理论、技术、应用和预期影响[J].开放教育研究,2016,22(2):96-103.
[8] Jensen,L.,&Konradsen,F.A review of the use of virtual reality headmounted displays in education and training[J].Education and Information Technologies,2017,23(4),1515-1529.
[9]刘德建,刘晓琳等.虚拟现实技术教育应用的潜力、进展与挑战[J].开放教育研究,2016,22(4):25-31.
[10]赵沁平.人工智能与虚拟现实呈现融合发展态势[N].中国电子报,2019-04-02(1).
[11] Chad,L.H.,&Gordon,M.,et al.The Next 25 Years:How Advanced Interactive Learning Technologies will Change the World[J].International Journal of Artificial Intelligence Education,2016,26:539-543.
[12]曾嘉灵,尚俊杰.2013年至2017年国际教育游戏实证研究综述:基于WOS数据库文献[J].中国远程教育,2019,(5):1-10.
[13]李艳.大数据教育应用且行且思[J].中小学信息技术教育,2014,(4):30-32.
[14] Newhouse,C.P.STEM the Boredom:Engage Students in the Australian Curriculum Using ICT with Problem-Based Learning and Assessment[J].Journal of Science Education&Technology,2016,26(1):1-14.
[15] Ralston,P.A.S.,et al.Partnerships and Experience in Building STEM Pipelines[J].Journal of Professional Issues in Engineering Education&Practice,2012,139(2):156-162.
[16] Ball,C.,&Huang,et al.Invaluable Values:an Expectancy-Value Theory Analysis of Youths’Academic Motivations and Intentions[J].Information Communication&Society,2016,19(5):1-21.
[17]黄荣怀,张慧等.人工智能促教育2030议程实现[N].中国教育报,2019-05-18(3).
[18]何克抗.关于MOOCs的“热追捧”与“冷思考”[J].北京大学教育评论,2015,13(3):110-129.
[19]田元,周幂等.基于移动增强现实的学龄前儿童教育游戏研究与设计[J].电化教育研究,2019,40(4):68-75.
[2]陈宝生在国际人工智能与教育大会上做主旨发言—走好智能时代中国教育发展道路[EB/OL].http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/moe_1485/201905/t20190516_382240.html,2019-06-11.
[3]金慧,邵钰等.智能化教育生态系统的构建与创新——《地平线报告》(2018高等教育版)启示[J].远程教育杂志,2018,36(5):5-16.
[4]刘德建,杜静等.人工智能融入学校教育的发展趋势[J].开放教育研究,2018(4):33-42.
[5] Nilsson,N.J.The Quest for Artificial Intelligence:A History of Ideas and Achievements[M].Cambridge,UK:Cambridge University Press,2010.
[6]任友群,冯仰存等.融合创新,智能引领,迎接教育信息化新时代[J].中国电化教育,2018,(1):7-14.
[7]高红丽,隆舟等.智能导学系统Auto Tutor:理论、技术、应用和预期影响[J].开放教育研究,2016,22(2):96-103.
[8] Jensen,L.,&Konradsen,F.A review of the use of virtual reality headmounted displays in education and training[J].Education and Information Technologies,2017,23(4),1515-1529.
[9]刘德建,刘晓琳等.虚拟现实技术教育应用的潜力、进展与挑战[J].开放教育研究,2016,22(4):25-31.
[10]赵沁平.人工智能与虚拟现实呈现融合发展态势[N].中国电子报,2019-04-02(1).
[11] Chad,L.H.,&Gordon,M.,et al.The Next 25 Years:How Advanced Interactive Learning Technologies will Change the World[J].International Journal of Artificial Intelligence Education,2016,26:539-543.
[12]曾嘉灵,尚俊杰.2013年至2017年国际教育游戏实证研究综述:基于WOS数据库文献[J].中国远程教育,2019,(5):1-10.
[13]李艳.大数据教育应用且行且思[J].中小学信息技术教育,2014,(4):30-32.
[14] Newhouse,C.P.STEM the Boredom:Engage Students in the Australian Curriculum Using ICT with Problem-Based Learning and Assessment[J].Journal of Science Education&Technology,2016,26(1):1-14.
[15] Ralston,P.A.S.,et al.Partnerships and Experience in Building STEM Pipelines[J].Journal of Professional Issues in Engineering Education&Practice,2012,139(2):156-162.
[16] Ball,C.,&Huang,et al.Invaluable Values:an Expectancy-Value Theory Analysis of Youths’Academic Motivations and Intentions[J].Information Communication&Society,2016,19(5):1-21.
[17]黄荣怀,张慧等.人工智能促教育2030议程实现[N].中国教育报,2019-05-18(3).
[18]何克抗.关于MOOCs的“热追捧”与“冷思考”[J].北京大学教育评论,2015,13(3):110-129.
[19]田元,周幂等.基于移动增强现实的学龄前儿童教育游戏研究与设计[J].电化教育研究,2019,40(4):68-75.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |