生成式人工智能对课堂教学的挑战与应对

Challenge and Response of Generative Artificial Intelligence to Classroom Teaching

以ChatGPT为代表的生成式人工智能,在形式、角色、过程等方面都表现出明显的优越性,但也存在对话的被动性、知识的不确定性、伦理的争议性、信息的安全性等局限,由此加剧了人们对智能技术应用于课堂教学活动中的问题担忧,主要表现为教学主体地位的混淆、学生道德规范的模糊、课堂教学方式的单一和考核评价难度的提升。为有效应对生成式人工智能对课堂教学带来的挑战,提出通过教师、学生和技术三者之间的角色转型和关系重构创设有温度的课堂教学空间,通过有目标的教育、有意义的学习和有智慧的课堂建构有深度的课堂教学环境,通过宏观、中观和微观(国家、社会和学校)执行有力度的课堂教学制度,以推动课堂教学高质量发展。

Generative artificial intelligence represented by ChatGPT has shown advantages in form,role and process,but there are also limitations such as passivity of dialogue,uncertainty of knowledge,controversy of ethics and security of information.Therefore,people have concerns about the application of AI in classroom teaching,which is manifested in confusing of teaching subjects,ambiguity of students'moral norms,singularity of teaching met hods and increasing difficulty of evaluation.In order to respond to the challenges of generative AI to classroom teaching and promote development of classroom teaching,it is proposed to create warm classroom teaching space through the role transformation and relationship recons truction among teachers,students and technology,construct in-depth classroom teaching environment through targeted educat ion,meaningful learning and intelligent classroom,and to implement strong classroom teaching system through macro,medium and micro dimensions(country,society and school).