基于人工智能的育人助理系统——“AI好老师”的体系结构与功能
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摘要
育人是教育的本质诉求,教育应以育人为本。然而,实践中长期存在的重智轻德观念使教师和家长在面对孩子成长过程中的典型问题时,常因不了解问题背后的教育学、心理学、社会学、生理学等知识与规律而无从下手,或只是粗暴地教训或干预,不利孩子的健康成长。人工智能技术在结构化表征育人知识及知识间的关联、个性化知识推理上优势明显。本研究力图构建0-18岁儿童成长过程中的典型问题的知识图谱及其解决案例知识库,构建个性化育人助理系统——AI好老师,以期利用技术力量助力破解育人难题。AI好老师具有育人问题情境化解决、育人知识个性化辅导、育人知识结构化组织、育人知识协同进化、育人案例智能化推理等特征,可以成为教师指导学生的得力助手、家长教育孩子的专业导师和学生自我诊断的贴心顾问,从而实现人机结合的高效育人。
Educating people is the essence of education,and education is to educate people. However,the longstanding concept of emphasizing subject knowledge in the education field makes teachers and parents neglect the pedagogy,psychology,sociology,physiology and other expertise and rules behind children 's growth. They often don't know how to deal with the children or sometimes intervene with children rudely,which is harmful to children's growth.Artificial intelligence technology has a great advantage in representing knowledge,the knowledge relationship,and individualized knowledge reasoning. This study attempts to construct a knowledge graph of typical problems in the growth process of children aged 0-18 and those cases base. Based on this,a personalized assistant system--AI Educator is built to use technology to help solve problems in educating people and then help them improve their ability to educate people. AI Educator have four characteristics: situational solution to the problem of educating people,personalized counseling to the knowledge of educating people,structured organization to the knowledge of educating people,synergistic evolution to the knowledge of educating people,intelligent reasoning to the cases of educating people. AI Educator can be a good assistant for teachers to educate students,a professional tutor for parents to educate their children,and a thoughtful consultant for self-diagnosis of students,which can facilitate cooperation between human and artificial intelligence.
Educating people is the essence of education,and education is to educate people. However,the longstanding concept of emphasizing subject knowledge in the education field makes teachers and parents neglect the pedagogy,psychology,sociology,physiology and other expertise and rules behind children 's growth. They often don't know how to deal with the children or sometimes intervene with children rudely,which is harmful to children's growth.Artificial intelligence technology has a great advantage in representing knowledge,the knowledge relationship,and individualized knowledge reasoning. This study attempts to construct a knowledge graph of typical problems in the growth process of children aged 0-18 and those cases base. Based on this,a personalized assistant system--AI Educator is built to use technology to help solve problems in educating people and then help them improve their ability to educate people. AI Educator have four characteristics: situational solution to the problem of educating people,personalized counseling to the knowledge of educating people,structured organization to the knowledge of educating people,synergistic evolution to the knowledge of educating people,intelligent reasoning to the cases of educating people. AI Educator can be a good assistant for teachers to educate students,a professional tutor for parents to educate their children,and a thoughtful consultant for self-diagnosis of students,which can facilitate cooperation between human and artificial intelligence.
引文
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[14]余胜泉,杨现民,程罡(2009).泛在学习环境中的学习资源设计与共享:“学习元”的理念与结构[J].开放教育研究,15(1):47-53.
[15]杨现民,余胜泉(2011).泛在学习环境下的学习资源进化模型构建[J].中国电化教育,(9):80-86.
[16]余胜泉.(2018).人工智能教师的未来角色[J].开放教育研究,24(1):16-28.
[17]翟博(2016).树立新时代的家庭教育价值观[J].教育研究,(3):92-98.
[18]张红霞(2018).小班幼儿家长教育观念现状及其提升[J].学前教育研究,(3):70-72.
[19]朱小蔓,王平(2018).从情感教育视角看教师如何育人:对落实《中小学德育工作指南》的思考[J].中国教育学刊,(3):83-88.
[2]Dennis,J.M.,Phinney,J.S.,&Chuateco,L.I.(2005).The role of motivation,parental support,and peer support in the academic success of ethnic minority first-generation college students[J].Journal of College Student Development,46(3):223-236.
[3]Drucker,P.F.(1998).Harvard business review on knowledge management[M].Cambridge,MA:Harvard Business School Press.
[4]Maggs,J.L.,&Galambos,N.L.(1993).Alternative structural models for understanding adolescent problem behavior in two-earner families[J].The Journal of Early Adolescence,13(1):79-101.
[5]Polanyi,M.(1959).The Study of Man[M].London:Routledge and Kegan Paul.
[6]Qing,L.I.,Rynson,W.H.,Popescu,E.,Yanghui,R.A.O.,LEUNG,W.H.H.,&Zhu,X.(2016).Social Media for U-biquitous Learning and Adaptive Tutoring[J].IEEE Multimedia,23(1):18-24.
[7]董奇(2017).育人能力是教师教育教学能力的核心[J].中国教育学刊,(1):3.
[8]国务院(2010).国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].[2018-12-05].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html.
[9]黄荣怀,郑兰琴(2007).隐性知识论[M].长沙:湖南师范大学出版社:44-45.
[10]桑新民(2014).媒体与学习的双重变奏:教育技术学的生成发展与国际比较研究[M].南京:南京大学出版社:20.
[11]陶志琼(2018).通过教育路径追寻生命的整全何以可能:评《追寻生命的整全:个体成人的教育哲学阐释》[J].教育学报,14(1):123-128.
[12]王德禄(1999).知识管理:竞争力之源[M].南京:江苏人民出版社:89.
[13]吴飞,韩亚洪,李玺,郑庆华,陈熙霖(2018).人工智能中的推理:进展与挑战[J].中国科学基金,32(3):262-265.
[14]余胜泉,杨现民,程罡(2009).泛在学习环境中的学习资源设计与共享:“学习元”的理念与结构[J].开放教育研究,15(1):47-53.
[15]杨现民,余胜泉(2011).泛在学习环境下的学习资源进化模型构建[J].中国电化教育,(9):80-86.
[16]余胜泉.(2018).人工智能教师的未来角色[J].开放教育研究,24(1):16-28.
[17]翟博(2016).树立新时代的家庭教育价值观[J].教育研究,(3):92-98.
[18]张红霞(2018).小班幼儿家长教育观念现状及其提升[J].学前教育研究,(3):70-72.
[19]朱小蔓,王平(2018).从情感教育视角看教师如何育人:对落实《中小学德育工作指南》的思考[J].中国教育学刊,(3):83-88.