人工智能在高校课堂教学中的应用风险与应对  

Risks and Responses:Al's Application in the Process of University Classroom Teaching

作　　者：吴新叶 WU Xinye(School of Political Science&International Relations,Tongji University,Shanghai 200092,China)

机构地区：[1]同济大学政治与国际关系学院,上海2200092

出　　处：《宿州教育学院学报》2024年第3期5-10,共6页Journal of Suzhou Education Institute

基　　金：国家社会科学基金重大项目“党的十八大以来党领导社会建设的实践与经验研究”(22ZDA089);同济大学核心通识课“当代市政学”课程建设项目。

摘　　要：人工智能嵌入大学课堂教学显示出差异化的特征,“数字赋能”与“数字负能”并存,技术驱动与技术异化之间的张力需要引起警惕。尤其是生成式人工智能应用提升了教学效率、塑造了教学新场景、推动了学生自主学习与镜像学习相结合,与此同时也存在基础设施平台应用、制度供给短缺、教师主导角色解构等方面带来的新风险,为大学课堂教学带来了更多不确定性。有效应对风险的策略是利用AI技术开发更具针对性的教学应用场景,坚持学生本位、加快教师角色转换、丰富教学工具箱,并充分发掘人工智能在教学中的衍生功能。There exists tension between technological dynamics and alienation while AI embedded into university classroom teaching process,results in"digital empowerment"and"digital de-empowerment"co-exist.Teaching efficiency improved,digital scenarios initiated,while AI helps promoting students'au-tonomous learning and mirror image learning,some risks emerge simultaneously.Among those,infrastruc-ture,institutional supply,deconstruction of teachers'dominating roles,and technological alienation ignite un-certainties during classroom teaching.This paper puts forward some corresponding measures on the risks,such as orientation of students,teachers'role transformation,enriching tools-box,and exploring AI's func-tions in the application process of university classroom teaching.

关 键 词：AI技术 大学课堂教学 数字负能 

分 类 号：G642[文化科学—高等教育学] G434[文化科学—教育学]