摘要
智能社会人机协同的作业方式要求我们重视学生智能素养的培养。基于加涅的学习结果分类理论,通过研究整合法,提出了智能素养的定位,进一步从智能知识、智能能力、智能思维、智能应用、智能态度五个维度阐述了智能素养的构成,构建了由十六个二级维度构成的智能素养理论模型。研究提出的智能素养理论模型可为智能素养的培养以及素养测评工具的设计与开发提供支持。
The human-machine collaborative working method in the current intelligent society requires us to pay attention to the cultivation of students'artificial intelligent competency.Based on Gagne's learning outcomes classification theory and through the research integration method,this study proposed the definition of AI competency,elaborated the composition of AI competency from five dimensions,including intelligent knowledge,intelligent ability,intelligent thinking,intelligent application,and intelligent attitude,and constructed a theoretical model of AI competency composed of sixteen secondary dimensions.The theoretical model proposed in this study could provide support for the cultivation of AI competency,and the design and development of AI competency assessment tools.
作者
郑勤华
覃梦媛
李爽
ZHENG Qinhua;QIN Mengyuan;LI Shuang(The Research Center of Distance Education,Beijing Normal University,Beijing 100875,China)
出处
《复旦教育论坛》
CSSCI
北大核心
2021年第1期52-59,共8页
Fudan Education Forum
基金
科技创新2030新一代人工智能重大项目“混合增强在线教育关键技术与系统研究”(2020AAA0108800)。
关键词
人工智能(AI)
人机协同
智能素养
学习结果分类理论
artificial intelligence
human-machine collaboration
AI competency
learning outcomes classification theory
