面向中小学的生成式人工智能教育政策制定路向——基于日本《中小学生成式人工智能教育应用指南》的分析

Pathways to Generative AI Education Policy Development for Elementary and Secondary Schools——Analysis based on“Japan’s Interim Guidelines for the Utilization of Generative AI at the Elementary and Secondary Education Levels”

生成式人工智能的出现,再次引起了技术之于教育的“不良免疫”反应。生成式人工智能的本质只不过是一个具有“高级复制”功能的大规模语言模型,并不具备人类的自我意识和创造力。因而,生成式人工智能之于中小学教育应用或存在因缺乏人类道德导致价值观隐患、基于不良数据生成错误内容、缺乏面向基础教育应用的针对性政策方针以及由此导致的教育应用乱象丛生的“技术拜物主义”倾向问题。相较于生成式人工智能带来的众多风险的“排斥”,更应通过制定和明确中小学生成式人工智能教育应用的发展方向和目标政策,以此生发出可以被接纳的“抗体”。日本文部科学省于2023年7月发布了世界首份《中小学生成式人工智能教育应用指南》,为生成式人工智能在中小学教育应用指明了行动方向,并立足生成式人工智能的本质内涵和应用理念对其在中小学教育应用进行了全景刻画,明确提出生成式人工智能之于中小学教育应用的重要举措和核心关切。基于此,我们应从价值观、素养观、应用观和政策观四个层面构建我国中小学生成式人工智能教育应用政策制定的路向,其过程更需重视由技术应用可能引发的道德价值观重塑,并持续关注中小学师生的智能信息素养培育,进一步明确生成式人工智能教育应用的边界,尽可能采取以证据导向的“试点—推广”为主的教育应用普及模式。

The emergence of Generative Artificial Intelligence(AI)has once again triggered an“adverse immune”reaction to technology in education.The essence of generative artificial intelligence is nothing more than a large-scale language model with the function of“advanced replication”,which does not have human self-awareness and creativity.Therefore,the application of generative AI in primary and secondary education may have the problem of“technology fetishism”due to the lack of human morality,the generation of erroneous content based on bad data,the lack of targeted policy guidelines for the application of basic education,and the resulting chaotic application of education.Instead of“rejecting”the many risks posed by generative AI,it is more important to formulate and clarify the development direction and target policies for generative AI educational applications in primary and secondary schools in order to generate“antibodies”that can be accepted.The Ministry of Education,Culture,Sports,Science and Technology(MEXT)of Japan released the world’s first“Guidelines for Generative Artificial Intelligence Educational Applications in Elementary and Middle Schools”in July 2023,which points out the direction of action for the application of generative AI in elementary and middle schools,and provides a panoramic portrayal of the application of generative AI in elementary and middle schools based on the essence of generative AI and the concept of its application,and clearly puts forward the important initiatives and core concerns of generative AI in elementary and middle school education applications.The core concerns of the application of generative AI in primary and secondary education are clearly presented.Based on this,we should construct a roadmap for the development of policies on the educational application of generative AI in primary and secondary schools in China from the four levels of values,literacy,application,and policy,and pay more attention to the reshaping of ethical values that may be triggered by the application of the technology in the process,as well as continue to pay attention to the cultivation of the intelligent information literacy of primary and secondary school teachers and students,further clarifying the boundaries of the educational application of generative AI,and adopting the evidence-oriented“pilot-propagation”approach as much as possible.As far as possible,it should adopt an evidence-based“pilot-promotion”model of popularizing educational applications.