ChatGPTPlus给国际中文教育带来的机遇、风险及应对策略

The Opportunities,Risks,and Coping Strategies of ChatGPT Plus for International Chinese-language Education

ChatGPT Plus (GPT-4)作为ChatGPT的升级版,以其强大的自然语言理解和生成能力,开启了生成式人工智能赋能教育的新时代,给国际中文教育事业和学科发展带来了机遇和挑战。一方面,科学使用GPT-4可优化以学习者为中心的教学模式;提升教师数字素养,助推教师专业发展;促进中文教学资源建设;加速智能教学产品升级。另一方面,GPT-4中文任务处理能力不足将影响内容生产的质量;师生过度依赖易引发师生主体异化问题;不当使用GPT-4也可能带来数据伦理问题和知识产权纠纷风险。未来,GPT-4为代表的生成式人工智能将不可避免地引起教育领域的深刻变革。国际中文教育界应积极适应,持开放、探索、创新的态度,做到三个“加强”,加强顶层设计和研究;加强师生数字素养的培养;加强校企合作自主研发人工智能产品。同时,仍需明确的是,教育的核心在于人,技术只是辅助工具,必须明确“以人为本,以技术为辅”理念,才能更好促进生成式人工智能在国际中文教育领域的良性发展。

Generative AI,an upgraded version of(ChatGPT Plus)GPT-4,has opened a new era of AI-enabled education with its powerful natural language understanding and generation ability,and has brought opportunities and challenges to the development of international Chinese-language education and its disciplinary development.On the one hand,GPT-4 can promote the learner-centered teaching mode,improve the teachers'digital literacy,assist the teachers'professional development,promote the construction of Chinese teaching resources,and accelerate the upgrading of intelligent teaching products.On the other hand,GPT-4's lack of Chinese task-processing capacity will affect the quality of content production,the excessive dependence on GPT-4 by both teachers and students will cause their alienation,while the improper use of the related products may also bring ethical problems of some Chinese data and the risks of intellectual property disputes.In the future,the generative models of AI techniques like AI GPT-4 will inevitably cause profound changes in the field of education.The international Chinese-language education community should actively adapt to this change,hold an open,exploratory and innovative attitude,strengthen the top-level design and research as well as the cultivation of digital literacy of teachers and students,improve school-enterprise cooperation and independently develop AI products.At the same time,it stands to reason that the core of education still lies in teachers and students because educational technology is only complementary.Only when they complement each other and resonate at the same frequency can we better promote the benign development of generative artificial intelligence in the field of international Chinese-language education.