儿童的人工智能前概念测查:水平与状态  

Test Children’s Artificial Intelligence Preconcepts: Level and Status

作　　者：杨宁[1] 吴疆红 包正委[1] 黄贤玲 YANG Ning;WU Jiang-hong;BAO Zheng-wei;HUANG Xian-ling(Department of Education,Fujian Normal University,Fuzhou,Fujian,China 350117)

机构地区：[1]福建师范大学教育学院,福建福州350117

出　　处：《现代教育技术》2023年第3期75-83,共9页Modern Educational Technology

基　　金：福建省教科规划2021年基础教育高质量发展重点专项课题“基础教育新基建环境下课堂作为儿童创新空间的课堂新生态研究”(项目编号:FJWTZD21-15)的阶段性研究成果。

摘　　要：当前,中小学人工智能教育仍处于起步阶段,如何构建符合儿童认知发展的课程内容与教学呈现方式成为重要议题。为此,文章关注儿童的人工智能前概念,通过绘图说话法调查M小学三年级学生的人工智能前概念发展水平与状态,以及人工智能前概念建立的可能渠道,发现:儿童的前概念发展水平整体上处于事实水平向概念水平过渡的阶段,儿童的前概念发展状态整体上处于不完整概念阶段,且年龄、性别的差异并没有对儿童的人工智能前概念发展水平与状态造成显著影响,但大众传媒、课外兴趣班等渠道对儿童的人工智能前概念发展造成了重要影响。期望通过文章的研究,可为合理设计符合儿童认知需求的人工智能课程提供有益参考。At present, artificial intelligence(AI) education in primary and secondary schools is still in the early stage,and how to construct curriculum contents and teaching presentation methods that conform to children’s cognitive development has become an important issue. Therefore, this paper focused on children’s AI preconcepts, investigated the development level and status of students’ AI preconceptions in the third-grade at M primary school through draw-and-tell conversations and the possible channels for the establishment of children’s AI preconcepts. The results showed that children’s preconcepts development level was generally in the transition stage from the face level to the concept level, and the stage of children’s preconcepts development was in the incomplete concept stage, and the differences of age and gender had no significant impact on the level and state of children’s AI preconcepts. However,the channels such as mass media and extracurricular interest classes had important impacts on children’s AI preconcepts development. It was expected that the research of this paper could provide useful reference for the rational design of AI curricula in line with children’s cognitive needs.

关 键 词：人工智能 前概念 绘画 儿童 

分 类 号：G40-057[文化科学—教育学原理]