智能教育时代下人机协同智能层级结构及教师职业形态新图景
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摘要
人工智能逐渐成为国际竞争的新焦点和国家重大战略。文章通过文献分析和国家规划文件研究,指出智能教育既是指用人工智能技术辅助教育,也是指培养学生个体智能发展的教育。人工智能时代下的智能最终将进化成为由人的生命主导的"‘机器智能+’人"的人机协同智能层级结构(HISHMC),即人机协同基础:计算思维;协同支撑:计算智能、感知智能、认知智能;协同接口:智能环境(智能系统、智能平台、智能媒体);协同主体:认知智能、情感智能、志趣智能和创新智能。智能教育时代,教师的职业形态将变成人机协同工作,教师将聚焦于凸显生命特质的职业能力;提供高端服务品质;促进人机协同的智慧教育;探寻生命整体意义;师生共同感悟生命实践形成新的职业形态。
Artificial Intelligence has gradually become a new focus of international competition and a major national strategy. Through literature analysis and research on national planning documents, this paper concludes that intelligence education refers to not only education assisted by artificial intelligence technology,but also education cultivating students' individual intelligence. In the era of artificial intelligence(AI),intelligence will finally evolve into Hierarchical Intelligent Structures in Human-machine Collaboration(HISHMC) with " 'Machine Intelligence +' Human" dominated by human, which refers to the foundation of human-machine collaboration: computational thinking; collaborative support: computational intelligence,perceptual intelligence and cognitive intelligence; collaborative interface: intelligent environment(intelligent system, intelligent platform, intelligent media); and collaborative subjects: cognitive intelligence, emotional intelligence, aspirational intelligence, innovative intelligence. In the age of intelligence education, the professional form of teachers will become man-machine collaborative work, and teachers will focus on the professional ability to highlight the characteristics of life, provide high-end service quality, promote the intelligence of man-machine collaboration and explore the overall meaning of life. Teachers and students jointly perceive life practice to form a new career form.
Artificial Intelligence has gradually become a new focus of international competition and a major national strategy. Through literature analysis and research on national planning documents, this paper concludes that intelligence education refers to not only education assisted by artificial intelligence technology,but also education cultivating students' individual intelligence. In the era of artificial intelligence(AI),intelligence will finally evolve into Hierarchical Intelligent Structures in Human-machine Collaboration(HISHMC) with " 'Machine Intelligence +' Human" dominated by human, which refers to the foundation of human-machine collaboration: computational thinking; collaborative support: computational intelligence,perceptual intelligence and cognitive intelligence; collaborative interface: intelligent environment(intelligent system, intelligent platform, intelligent media); and collaborative subjects: cognitive intelligence, emotional intelligence, aspirational intelligence, innovative intelligence. In the age of intelligence education, the professional form of teachers will become man-machine collaborative work, and teachers will focus on the professional ability to highlight the characteristics of life, provide high-end service quality, promote the intelligence of man-machine collaboration and explore the overall meaning of life. Teachers and students jointly perceive life practice to form a new career form.
引文
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[23]周建设.人工智能与教育的深度融合[C].北京:首届中国智能教育大会,2018.
[24]张进宝,姬凌岩.是“智能化教育”还是“促进智能发展的教育”[J].现代远程教育研究,2018(2):14-23.
[25] PEKKA PEURA.翻转课堂,让学生成为自己的老师[C].北京:第四届中国未来学校大会,2017.
[26]董奇.未来教育的重要特征是要基于脑、适于脑、促进脑[DB/OL].(2018-08-06)[2018-08-26]. http://www.zgcxjy.com.cn/cxjyyj-1-7526.aspx.
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[28]刘慧.生命教育内涵解析[J].课程·教材·教法,2013(9):93-95.
[29] YILDIZ M,YILDIRIM B F. The effects of artificial intelligence and robotic systems on librarianship[J]. Turkish librarianship,2018,32(1):26-32.
[30] MOU Y,XU K. The media inequality:comparing the initial human-human and human-AI social interactions[J]. Computers in human behavior,2017(72):432-440.
[31]马玉慧,柏茂林,周政.智慧教育时代我国人工智能教育应用的发展路径探究——美国《规划未来,迎接人工智能时代》报告解读及启示[J].电化教育研究,2017(3):123-128.
[32] SONG Y,QIAO Q,GE R. Construction of the classroom teaching capability system of english teachers based on an artificial intelligence environment[J]. Agro food industry hi-teach,2017,28(1):1064-1067.
[33]互联网思想.月付薪水的数字员工机器人已到岗,这是你离失业最近的一次[DB/OL].(2018-08-01)[2018-08-10].https://mp.weixin.qq.com/s/k0KqZMfP4anMMaTybLa7XA.
[34] TANG W,LIANGF X. Research on the construction of classroom teaching ability system of english teacher based on artificial intelligence[J]. Agro food industry hi-teach,2017,28(1):1064-1067.
[35] HAO Z,CAO C. Research on the time sequence arrangement of table tennis balls based on artificial intelligence[J]. Agro food industry hi-teach,2017,28(3):139-142.
[36]陈维维.多元智能视域中的人工智能技术发展及教育应用[J].电化教育研究,2018,(7):12-19.
[37]朱永海.基于知识分类的视觉表征研究[D].南京:南京师范大学,2013.
[38]陈盛.关注生命教育提升生命价值[J].现代教育科学,2008(6):54-56.
[39]杨桂青.教育的功能不仅在于文化复制[N].中国教育报,2010-09-26(4).
[40] DEGANI A,GOLDMAN C V,DEUTSCH O,et al. On human-machine relations[J]. Cognition technology&work,2017,19(2-3):211-231.
[2]互联网思想资讯.月付薪水的数字员工机器人已到岗,这是你离失业最近的一次[EB/OL].(2018-08-01)[2018-08-10]. http://www.sohu.com/a/244656315_464025.
[3]杜占元.人工智能与未来教育变革[C].北京:首届“教育智库与教育治理50人圆桌论坛”,2017.
[4]闫志明.教育人工智能(EAI)的内涵、关键技术与应用趋势[J].现代远程教育研究,2018(2):14-23.
[5]苏令银.论人工智能时代的师生关系[J].开放教育研究,2018(2):23-30.
[6]成都准星云学.人工智能早已从3方面渗入美国教育[EB/OL].(2018-07-25)[2018-10-30]. https://baijiahao.baidu.com/s?id=1586462472005122726&wfr=spider&for=pc.
[7]余胜泉.人工智能教师的未来角色[J].开放教育研究,2018(1):16-28.
[8] FU R. Design and application of the artificial intelligence in online test of english computer[J]. Agro food industry hi-teach,2017,28(3):2390-2393.
[9] ZHENG X. Application of distance education combined with artificial intelligence[J]. Agro food industry hi-teach,2017,28(1):555-559.
[10]于继栋.人工智能为数字营销带来的新变革[C].上海:移动营销峰会,2016.
[11]赵勇.未来,我们如何做教师[J].中国德育,2017(11):48-51.
[12]刘国城,晁连成,张忠伦,等.生物圈与人类社会[M].北京:人民出版社,1992.
[13]汉语大辞典.智能[DB/OL].[2018-07-23]. http://www.hydcd.com/cd/htm19/ci369724s.htm.
[14]百度百科.智能[DB/OL].[2018-07-23]. https://baike.baidu.com/item/智能/66637?fr=aladdin.
[15] HUANG M,RUST R T. Artificial intelligence in service[J]. Journal of service research,2018,21(2):155-172.
[16]中国教育报. 30年后,你家孩子凭什么拼过人工智能?就凭这4点[EB/OL].(2018-07-18)[2018-08-26]. http://www.sohu.com/a/242369106_389102.
[17]陈琳.匹配AI时代的教育要素变革[C].北京:首届中国智能教育大会,2018.
[18]祝智庭,彭红超,雷云鹤.智能教育:智慧教育的实践路径[J].开放教育研究,2018(4):13-24,42.
[19]任友群,隋丰蔚,李锋.数字土著何以可能?——也谈计算思维进入中小学信息技术教育的必要性和可能性[J].中国电化教育,2016(1):2-8.
[20]凯文·凯利.失控[M].东西文库,译.北京:电子工业出版社,2016:9,59,103-107.
[21] IBM.携手Watson让孩子告别填鸭式教育[EB/OL].(2018-08-16)[2018-08-26]. http://www-31.ibm.com/ibm/cn/cognitive/outthink/watson/sesamestreet/.
[22]周小白.机器人写稿时代来了?今日头条写新闻机器人拿下人工智能大奖[DB/OL].(2017-12-25)[2018-08-10]. http://baijiahao.baidu.com/s?id=1587724569605066302&wfr=spider&for=pc.
[23]周建设.人工智能与教育的深度融合[C].北京:首届中国智能教育大会,2018.
[24]张进宝,姬凌岩.是“智能化教育”还是“促进智能发展的教育”[J].现代远程教育研究,2018(2):14-23.
[25] PEKKA PEURA.翻转课堂,让学生成为自己的老师[C].北京:第四届中国未来学校大会,2017.
[26]董奇.未来教育的重要特征是要基于脑、适于脑、促进脑[DB/OL].(2018-08-06)[2018-08-26]. http://www.zgcxjy.com.cn/cxjyyj-1-7526.aspx.
[27]项贤明.人工智能与未来教育的任务[J].华东师范大学学报(教育科学版),2017,35(5):50-53.
[28]刘慧.生命教育内涵解析[J].课程·教材·教法,2013(9):93-95.
[29] YILDIZ M,YILDIRIM B F. The effects of artificial intelligence and robotic systems on librarianship[J]. Turkish librarianship,2018,32(1):26-32.
[30] MOU Y,XU K. The media inequality:comparing the initial human-human and human-AI social interactions[J]. Computers in human behavior,2017(72):432-440.
[31]马玉慧,柏茂林,周政.智慧教育时代我国人工智能教育应用的发展路径探究——美国《规划未来,迎接人工智能时代》报告解读及启示[J].电化教育研究,2017(3):123-128.
[32] SONG Y,QIAO Q,GE R. Construction of the classroom teaching capability system of english teachers based on an artificial intelligence environment[J]. Agro food industry hi-teach,2017,28(1):1064-1067.
[33]互联网思想.月付薪水的数字员工机器人已到岗,这是你离失业最近的一次[DB/OL].(2018-08-01)[2018-08-10].https://mp.weixin.qq.com/s/k0KqZMfP4anMMaTybLa7XA.
[34] TANG W,LIANGF X. Research on the construction of classroom teaching ability system of english teacher based on artificial intelligence[J]. Agro food industry hi-teach,2017,28(1):1064-1067.
[35] HAO Z,CAO C. Research on the time sequence arrangement of table tennis balls based on artificial intelligence[J]. Agro food industry hi-teach,2017,28(3):139-142.
[36]陈维维.多元智能视域中的人工智能技术发展及教育应用[J].电化教育研究,2018,(7):12-19.
[37]朱永海.基于知识分类的视觉表征研究[D].南京:南京师范大学,2013.
[38]陈盛.关注生命教育提升生命价值[J].现代教育科学,2008(6):54-56.
[39]杨桂青.教育的功能不仅在于文化复制[N].中国教育报,2010-09-26(4).
[40] DEGANI A,GOLDMAN C V,DEUTSCH O,et al. On human-machine relations[J]. Cognition technology&work,2017,19(2-3):211-231.