“人工智能+高等教育”应用场景下的AI素养框架研究
[目的/意义]AI技术已经全面融入教学的全过程中，AI素养决定了“人工智能+高等教育”的效果和质量，对教学工作中各角色的AI素养进行细分和明晰，有助于提升高等教育的数字化和智慧化。[方法/过程]以“人工智能+高等教育”的案例为研究基础，总结“人工智能+高等教育”的发展特征，深入剖析人工智能对教师、学生、管理者和教辅工作人员的能力要求，并进一步归纳AI素养核心要素，构建4种角色的AI素养框架。[结果/结论]“人工智能+高等教育”场景下其对教师的能力要求是创新教学、技术融合，对学生的能力要求是主动学习、技能多元，对管理者的能力要求是前瞻引领、数据决策，对教辅工作者的能力要求是智慧服务、资源集成；A...
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| Published in | 农业图书情报学报 Vol. 36; no. 8; pp. 43 - 55 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | Chinese |
| Published |
中国农业科学院农业信息研究所
05.08.2024
江苏大学科技信息研究所,镇江 212013%江苏大学 京江学院,镇江 212028 |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1002-1248 |
| DOI | 10.13998/j.cnki.issn1002-1248.24-0472 |
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| Abstract | [目的/意义]AI技术已经全面融入教学的全过程中，AI素养决定了“人工智能+高等教育”的效果和质量，对教学工作中各角色的AI素养进行细分和明晰，有助于提升高等教育的数字化和智慧化。[方法/过程]以“人工智能+高等教育”的案例为研究基础，总结“人工智能+高等教育”的发展特征，深入剖析人工智能对教师、学生、管理者和教辅工作人员的能力要求，并进一步归纳AI素养核心要素，构建4种角色的AI素养框架。[结果/结论]“人工智能+高等教育”场景下其对教师的能力要求是创新教学、技术融合，对学生的能力要求是主动学习、技能多元，对管理者的能力要求是前瞻引领、数据决策，对教辅工作者的能力要求是智慧服务、资源集成；AI素养的核心要素可以归纳为思维、知识、技能和态度四大核心要素，在具体教学场景中，教师、学生、管理者和教辅人员的AI素养既有相同项，也有差异。 |
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| AbstractList | [目的/意义]AI技术已经全面融入教学的全过程中，AI素养决定了“人工智能+高等教育”的效果和质量，对教学工作中各角色的AI素养进行细分和明晰，有助于提升高等教育的数字化和智慧化。[方法/过程]以“人工智能+高等教育”的案例为研究基础，总结“人工智能+高等教育”的发展特征，深入剖析人工智能对教师、学生、管理者和教辅工作人员的能力要求，并进一步归纳AI素养核心要素，构建4种角色的AI素养框架。[结果/结论]“人工智能+高等教育”场景下其对教师的能力要求是创新教学、技术融合，对学生的能力要求是主动学习、技能多元，对管理者的能力要求是前瞻引领、数据决策，对教辅工作者的能力要求是智慧服务、资源集成；AI素养的核心要素可以归纳为思维、知识、技能和态度四大核心要素，在具体教学场景中，教师、学生、管理者和教辅人员的AI素养既有相同项，也有差异。 G252.7; [目的/意义]AI技术已经全面融入教学的全过程中,AI素养决定了"人工智能+高等教育"的效果和质量,对教学工作中各角色的AI素养进行细分和明晰,有助于提升高等教育的数字化和智慧化.[方法/过程]以"人工智能+高等教育"的案例为研究基础,总结"人工智能+高等教育"的发展特征,深入剖析人工智能对教师、学生、管理者和教辅工作人员的能力要求,并进一步归纳AI素养核心要素,构建4种角色的AI素养框架.[结果/结论]"人工智能+高等教育"场景下其对教师的能力要求是创新教学、技术融合,对学生的能力要求是主动学习、技能多元,对管理者的能力要求是前瞻引领、数据决策,对教辅工作者的能力要求是智慧服务、资源集成;AI素养的核心要素可以归纳为思维、知识、技能和态度四大核心要素,在具体教学场景中,教师、学生、管理者和教辅人员的AI素养既有相同项,也有差异. |
| Abstract_FL | [Purpose/Significance]AI literacy is becoming increasingly important,not only to adapt to the future development of higher education and the needs of future society,but also to cultivate innovative thinking and problem-solving skills,to enhance decision-making abilities and,most importantly,to emphasize ethical education to avoid the abuse and misuse of AI technology.Existing research emphasizes the importance of AI literacy,with a focus on discussing AI literacy frameworks and pathways.Although some scholars have classified and discussed the AI literacy for teachers and students,there has not been a comprehensive analysis of the skill requirements for different roles in the context of"AI+higher education".[Method/Process]AI literacy education is a multidimensional and multi-level systematic problem.Based on 18 application cases,this study analyzes the specific application scenarios of AI in the educational process,summarizes the development characteristics of"AI+higher education",and analyzes its AI literacy requirements for university teachers,students,managers,and teaching assistants.Therefore,four-role framework for AI literacy is constructed to provide a theoretical reference for future AI literacy education in higher education.[Results/Conclusions]In the context of"AI+Higher Education,"future higher education will continue to develop towards ubiquitous teaching,personalized learning,diversified evaluation,and scientific management,ultimately achieving the complete intellectualization of higher education.For teachers,the skills required are innovative teaching and technological integration;for students,active learning and diversified skills;for administrators,forward-thinking leadership and data-driven decision-making;and for educational support staff,intelligent integration of services and resources.The core elements of AI literacy can be summarized as four key components:thinking,knowledge,skills,and attitudes.In specific educational scenarios,the AI skills of teachers,students,administrators,and educational support staff have similarities but also exhibit differences.Due to space limitations,this study did not construct an AI literacy education pathway.In future research,we will continue to deepen the connotation of AI literacy and propose targeted AI literacy education pathways based on the skill requirements of different roles. |
| Author | 刘桂锋 刘星 刘琼 |
| AuthorAffiliation | 江苏大学科技信息研究所,镇江 212013%江苏大学 京江学院,镇江 212028 |
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| Author_FL | LIU Qiong LIU Guifeng LIU Xing |
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| Title | “人工智能+高等教育”应用场景下的AI素养框架研究 |
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