人工智能课程教学评价量规设计模型与实践案例研究  

Researoh on the Rubric-Based Model for AI Curricula Teaching Evaluation and Practical Case

作　　者：李睿 何敏怡 Li Rui;He Minyi(Educational Technology Department,School of Information Science and Technology,Yunnan Normal University,Kunming,Yunnan,China 650500)

机构地区：[1]云南师范大学信息学院教育技术系,云南昆明650500

出　　处：《数字教育》2023年第1期77-84,共8页Digital Education

基　　金：国家自然科学基金-地区科学基金项目“多元文化环境下面向用户的个性化在线学习中的关键技术研究”(61967015)。

摘　　要：研究主要围绕人工智能课程教学评价展开,从人工智能课程教学评价现状、人工智能素养培养目标、传统评价理念与新型课程的矛盾冲突出发分析人工智能课程教学评价研究的必要性和迫切性。接着就评价量规应用于人工智能课程教学评价的适切性展开探讨。针对评价量规设计与落实,研究基于经典的评价系统三要素模型设计出指向人工智能课程教学评价的评价量规设计模型,具体为目标——期望成就、认知——学习进阶、观察——任务情境、诠释——评价量规四个步骤。根据模型以“智能分类器的特征提取”教学内容为例,展示完整的评价量规设计流程。最后论述了评价量规的应用有望让课程评价实现学生主体性、客观性、个性化和智能化。This research mainly focuses on the teaching evaluation of AI curricula.It analyzes the necessity and urgency of this topic from the current situation of AI curricula teaching evaluation,cultivation objectives of AI literacy and the conflict of traditional evaluation concepts and new curriculum.Then it discusses the relevance between the rubrics and the teaching evaluation of AI curricula.The research is based on the classic threeelement model of the evaluation system to propose a rubric design model that aims at the teaching evaluation of AI curricula.It includes four steps:goal-expected achievement,cognition-learning progression,observation-task context,interpretation-evaluation rubric.According to the model,the teaching content of“feature extraction of intelligent classifier”is taken as an example to show the complete design process.Finally,it is discussed that the application of evaluation rubric is expected to realize the student subjectivity,objectivity,individualization and intelligence of evaluation.

关 键 词：学习进阶 评价设计 量规 人工智能课程 人工智能素养 

分 类 号：G434[文化科学—教育学]