重识与建构:智能时代学生在课程变革中的主体地位

Reviewing and Constructing:The Subject Status of Students in Curriculum Reform in the Era of Artificial Intelligence

随着人工智能时代的来临,学校课程发展的方向不再侧重于课程资源的网络化和获取的便捷性,而是通过强调体验和生成来更加凸显学生在课程中的主体地位。但人工智能介入的课程对“体验”的重视并不意味着学生自主性的彰显,对生成的强调也容易导致知识的系统性受损。在人工智能时代更要加强教师对课堂的主导作用,帮助学生在技术带来的感官刺激基础上挖掘知识的内涵,从而激发并维持学习的动机;同时引导学生在生成的基础之上完善知识结构、形成知识系统,让学生真正成为知识的占有者,成为课程的主人。

In the era of artificial intelligence,the direction of school curriculum development no longer focuses on networking resources and the ease of access,but highlights the subject status of students in the curriculum by emphasizing experience and generation.However,the emphasis on“experience”in AI-intervened curriculum does not mean the manifestation of students'autonomy,and the emphasis on generation can easily lead to systematic damage of knowledge.In the era of artificial intelligence,it is more necessary to strengthen the leading role of teachers in the classroom,helping students to explore the connotation of knowledge on the basis of sensory stimulation brought by technology,so as to stimulate and maintain the motivation of learning;meanwhile guiding students to perfect knowledge structure and form knowledge system on the basis of generation,so that students can truly become the owner of knowledge and become the master of the course.