人工智能与特殊教育的深度融合设计
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摘要
随着智能时代的到来,人工智能与特殊教育的深度融合将成为教育发展的重要趋势。调研发现,目前已有一些人工智能技术开始应用于听视觉障碍者、听觉障碍者、视觉障碍者、自闭症患者及肢体残疾者这五类残障人士,为其学习及生活带来了便利。然而,这些人工智能应用目前仅仅针对这五类残障人士实现了缺陷补偿,我国特殊教育的发展仍面临五大现实难题:教材设计未考虑特殊儿童身心特征,质量有待提升;特教师资队伍薄弱,专业化水平亟待加强;学生残障程度不一,个性化教学仍需努力;学生障碍类型多样,便利化管理难以实现;医疗救助和健康诊断欠缺,学生健康保障水平需提升。为此,研究者尝试构建人工智能与特殊教育的深度融合框架,探讨利用人工智能技术破解特殊教育发展五大难题的思路。最后,结合前文人工智能与特殊教育的深度融合设计思路,文章反思在实践过程中可能面临的问题,并提出了相应的解决对策。
With the arrival of the intelligent era, the deep integration of artificial intelligence(AI) and special education will become an important trend in education. According to research, some artificial intelligence technologies have been used to assist the physically disabled, people with hearing, visual or hearing-visual impairment, people with autism and other physical disabilities. However, these AI technologies only provide defects compensation for these five categories of disabled people at present. The development of special education in our country still faces five major practical problems. First, the design of teaching materials does not take into account the physical and psychological characteristics of special children,and the quality needs to be improved. Secondly, the teaching staff for special education is still weak and the professional level needs to be strengthened. Thirdly, students. disabilities vary and individualized teaching needs to be facilitated. Fourthly, there are different types of students' disabilities and convenience management is difficult to be realized. And lastly, there is a lack of medical aid and health diagnosis and the students. health protection needs to be improved. The paper attempts to build a deep integration framework of artificial intelligence and special education, and explores the ideas of artificial in-telligence in solving the five major problems in the development of special education. Some countermeasures are suggested to deal with these practical problems in the end.
With the arrival of the intelligent era, the deep integration of artificial intelligence(AI) and special education will become an important trend in education. According to research, some artificial intelligence technologies have been used to assist the physically disabled, people with hearing, visual or hearing-visual impairment, people with autism and other physical disabilities. However, these AI technologies only provide defects compensation for these five categories of disabled people at present. The development of special education in our country still faces five major practical problems. First, the design of teaching materials does not take into account the physical and psychological characteristics of special children,and the quality needs to be improved. Secondly, the teaching staff for special education is still weak and the professional level needs to be strengthened. Thirdly, students. disabilities vary and individualized teaching needs to be facilitated. Fourthly, there are different types of students' disabilities and convenience management is difficult to be realized. And lastly, there is a lack of medical aid and health diagnosis and the students. health protection needs to be improved. The paper attempts to build a deep integration framework of artificial intelligence and special education, and explores the ideas of artificial in-telligence in solving the five major problems in the development of special education. Some countermeasures are suggested to deal with these practical problems in the end.
引文
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郭炯,钟文婷. 2016.特殊教育信息化环境建设与应用现状调查研究[J].电化教育研究(4):26-35.
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彭霞光. 2008.全纳教育:未来之路——对全纳教育理念的思考与解读[J].中国特殊教育(12):3-6.
邱淑女. 2016.论特教院校对残疾大学生的人性化管理[J].现代特殊教育(11):37-38.
搜狐网. 2016-06-11.教育部公布2016年全国特殊教育发展情况[EB/OL].[2017-11-15]. http://www.sohu.com/a/203810384_744795
王海荣. 2004.多元智力理论在中学生物课堂教学中的应用研究[D].山东:山东师范大学.
吴永和,刘博文,马晓玲. 2017.构筑“人工智能+教育”的生态系统[J].远程教育杂志,35(5):27-39.
闫志明,唐夏夏,秦旋,等. 2017.教育人工智能(EAI)的内涵、关键技术与应用趋势——美国《为人工智能的未来做好准备》和《国家人工智能研发战略规划》报告解析[J].远程教育杂志,35(1):26-35.
杨现民,王榴卉,唐斯斯. 2015.教育大数据的应用模式与政策建议[J].电化教育研究(9):54-61.
杨现民,张昊,郭利明,等. 2018.教育人工智能的发展难题与突破路径[J].现代远程教育研究(3):30-38.
尹小琳,张大均,陈旭. 2005.关注个体差异发展优势智能——多元智力理论对特殊教育的启示[J].中国特殊教育(5):8-11.
张洁华,朱剑平,吴筱雅. 2016.融合教育背景下上海市宝山区特殊教育医教结合管理机制的策略研究[J].中国特殊教育(1):16-21.
张坤颖,张家年. 2017.人工智能教育应用与研究中的新区、误区、盲区与禁区[J].远程教育杂志,35(5):54-63.
张茂林,王辉. 2015.国内特殊教育教师职业素质现况调查与分析[J].中国特殊教育(7):70-75.
张伟锋. 2013.医教结合:特殊教育改革的可行途径——实施背景、内涵与积极作用的探析[J].中国特殊教育(11):1-6.
郑权,张立昌,郑汉柏. 2018.特殊儿童个别化远程教育的设计研究[J].中国远程教育(03):27-33,79-80.
周满生. 2008.全纳教育:概念及主要议题[J].教育研究(7):16-20.
朱莎,余丽芹,石映辉. 2017.智能导学系统:应用现状与发展趋势——访美国智能导学专家罗纳德·科尔教授、亚瑟·格雷泽教授和胡祥恩教授[J].开放教育研究,23(5):4-10.
Assael, Y. M., Shillingford, B., Whiteson, S., et al.(2016, November)LipNet:End-to-End Sentence-level Lipreading[EB/OL].[2018-05-22 ]. http://www.oxml.co.uk/publications/2016-Assael_Shillingford_LipNet.pdf Drigas, A. S., Ioannidou, R. E.(2012)Artificial Intelligence in Special
Drigas, A. S., Ioannidou, R. E.(2012)Artificial Intelligence in Special Education:A Decade Review[J]. International Journal of Engineering Education, 28(6):págs. 1366-1372.
Gardner, H.(1985)Frames of mind:the theory of multiple intelligences[J]. Quarterly Review of Biology, 4(3):19-35.
Hofmeister, A. M.&Ferrara, J. M.(1986)Artificial Intelligence Applications in Special Education:How Feasible? Final Report.[J]. Articulation Impairments, 153.
Moore, G. B.&Others, A.,(2001)Artificial Intelligence, Computer Simulation:Future Applications in Special Education.[J]. Technological Horizons in Education, 14:74-76.
National Science and Technology Council.(2016, October)The national artificial intelligence research and development strategic plan.[EB/OL].[2017-11-10]. http://www.360doc.com/content/16/1015/20/37334461_598685262.shtml
The notion of artificial intelligence is a thing of the past.(2016, October)The reality of artificial intelligence is a thing of today.[EB/OL].[2017-11-25]. http://contenttechnologiesinc.com/
The UK Government(2017, October)Growing the artificial intelligence industry in the UK.[EB/OL].[2017-11-15]. https://www.gov.uk/government/publications/growing-the-artificial-intelligence-industryin-the-uk
白瑞霞. 2018.融合教育背景下残疾儿童随班就读的合理发展[J].中国教育学刊(1):61-64.
陈凯泉,沙俊宏,何瑶,等. 2017.人工智能2.0重塑学习的技术路径与实践探索——兼论智能教学系统的功能升级[J].远程教育杂志,35(5):40-53.
丁勇. 2017.我国特殊教育现代化的发展趋势和特点[J].中国特殊教育(2):7-12.
董奇,方俊明,国卉男. 2017.从融合到全纳:面向2030的融合教育新视野[J].中国教育学刊(10):31-35.
冯帮,杨茜. 2015.中美特教教师城乡一体化的比较研究[J].中国特殊教育(3):59-64.
郭炯,钟文婷. 2016.特殊教育信息化环境建设与应用现状调查研究[J].电化教育研究(4):26-35.
国务院. 2017-07-08.国务院关于印发新一代人工智能发展规划的通知[EB/OL].[2017-11-10]. http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm
贾静元. 2016.河南省特殊教育信息化建设现状及对策研究[D].河南:河南大学.
教育部. 2017-07-10.教育部发布2016年全国教育事业发展统计公报[EB/OL].[2018-05-22]. http://www.moe.edu.cn/jyb_sjzl/sjzl_fztjgb/201707/t20170710_309042.html
教育部. 2017-07-28.教育部等七部门关于印发《第二期特殊教育提升计划(2017-2020年)》的通知[EB/OL].[2018-05-22]. http://www.moe.edu.cn/srcsite/A06/s3331/201707/t20170720_309687.html
兰继军,李国庆,柳树森. 2003.论全纳教育的教育原则[J].中国特殊教育(6):10-14.
彭霞光. 2008.全纳教育:未来之路——对全纳教育理念的思考与解读[J].中国特殊教育(12):3-6.
邱淑女. 2016.论特教院校对残疾大学生的人性化管理[J].现代特殊教育(11):37-38.
搜狐网. 2016-06-11.教育部公布2016年全国特殊教育发展情况[EB/OL].[2017-11-15]. http://www.sohu.com/a/203810384_744795
王海荣. 2004.多元智力理论在中学生物课堂教学中的应用研究[D].山东:山东师范大学.
吴永和,刘博文,马晓玲. 2017.构筑“人工智能+教育”的生态系统[J].远程教育杂志,35(5):27-39.
闫志明,唐夏夏,秦旋,等. 2017.教育人工智能(EAI)的内涵、关键技术与应用趋势——美国《为人工智能的未来做好准备》和《国家人工智能研发战略规划》报告解析[J].远程教育杂志,35(1):26-35.
杨现民,王榴卉,唐斯斯. 2015.教育大数据的应用模式与政策建议[J].电化教育研究(9):54-61.
杨现民,张昊,郭利明,等. 2018.教育人工智能的发展难题与突破路径[J].现代远程教育研究(3):30-38.
尹小琳,张大均,陈旭. 2005.关注个体差异发展优势智能——多元智力理论对特殊教育的启示[J].中国特殊教育(5):8-11.
张洁华,朱剑平,吴筱雅. 2016.融合教育背景下上海市宝山区特殊教育医教结合管理机制的策略研究[J].中国特殊教育(1):16-21.
张坤颖,张家年. 2017.人工智能教育应用与研究中的新区、误区、盲区与禁区[J].远程教育杂志,35(5):54-63.
张茂林,王辉. 2015.国内特殊教育教师职业素质现况调查与分析[J].中国特殊教育(7):70-75.
张伟锋. 2013.医教结合:特殊教育改革的可行途径——实施背景、内涵与积极作用的探析[J].中国特殊教育(11):1-6.
郑权,张立昌,郑汉柏. 2018.特殊儿童个别化远程教育的设计研究[J].中国远程教育(03):27-33,79-80.
周满生. 2008.全纳教育:概念及主要议题[J].教育研究(7):16-20.
朱莎,余丽芹,石映辉. 2017.智能导学系统:应用现状与发展趋势——访美国智能导学专家罗纳德·科尔教授、亚瑟·格雷泽教授和胡祥恩教授[J].开放教育研究,23(5):4-10.
Assael, Y. M., Shillingford, B., Whiteson, S., et al.(2016, November)LipNet:End-to-End Sentence-level Lipreading[EB/OL].[2018-05-22 ]. http://www.oxml.co.uk/publications/2016-Assael_Shillingford_LipNet.pdf Drigas, A. S., Ioannidou, R. E.(2012)Artificial Intelligence in Special
Drigas, A. S., Ioannidou, R. E.(2012)Artificial Intelligence in Special Education:A Decade Review[J]. International Journal of Engineering Education, 28(6):págs. 1366-1372.
Gardner, H.(1985)Frames of mind:the theory of multiple intelligences[J]. Quarterly Review of Biology, 4(3):19-35.
Hofmeister, A. M.&Ferrara, J. M.(1986)Artificial Intelligence Applications in Special Education:How Feasible? Final Report.[J]. Articulation Impairments, 153.
Moore, G. B.&Others, A.,(2001)Artificial Intelligence, Computer Simulation:Future Applications in Special Education.[J]. Technological Horizons in Education, 14:74-76.
National Science and Technology Council.(2016, October)The national artificial intelligence research and development strategic plan.[EB/OL].[2017-11-10]. http://www.360doc.com/content/16/1015/20/37334461_598685262.shtml
The notion of artificial intelligence is a thing of the past.(2016, October)The reality of artificial intelligence is a thing of today.[EB/OL].[2017-11-25]. http://contenttechnologiesinc.com/
The UK Government(2017, October)Growing the artificial intelligence industry in the UK.[EB/OL].[2017-11-15]. https://www.gov.uk/government/publications/growing-the-artificial-intelligence-industryin-the-uk