AIGC背景下全民数字素养教育的内涵变革与应对策略  

Connotation Change and Countermeasures of Digital Literacy Education for All in the Context of AIGC

作　　者：李白杨[1] 唐昆 Li Baiyang;Tang Kun

机构地区：[1]南京大学数据管理创新研究中心,江苏苏州215163

出　　处：《图书与情报》2024年第3期32-39,共8页Library & Information

基　　金：国家社会科学基金重大项目“我国政府信息公开到数据开放的理论创新与实践路径研究”(项目编号:22&ZD329)研究成果之一。

摘　　要：随着AIGC技术的应用和推广,全民数字素养教育进入智能时代。文章首先分析了AIGC背景下全民数字素养教育的国内外进展,包括中国和联合国、美国、欧盟等国际组织在数字素养教育方面的政策和框架。然后从概念内涵、受众群体和教育模式等维度分析了全民数字素养教育的变革趋势,指出其概念从信息素养、媒介素养等逐渐演变为融合人工智能素养的综合性概念,其受众群体从特定技术群体扩展到全年龄、全职业和全社会,教育模式则朝着终身化、个性化方向发展,并深度融合人工智能技术。最后提出了针对AIGC背景下提升全民数字素养的六点应对策略,包括学科主体建设、课程体系建设、用户需求导向、混合教学手段、开放教育资源和教学效果评估。The application and proliferation of AIGC technology has ushered in a new era of digital literacy education.This paper provides a comprehensive analysis of the domestic and foreign advancements in digital literacy education for all in the context of AIGC,focusing on the policies and frameworks of China,the United Nations,the United States and the European Union,etc.It then delineates the change trend of digital literacy education for all from the dimensions of conceptual connotation,audience group and education model.Specifically,the concept has gradually evolved from information literacy and media literacy to a comprehensive concept integrating artificial intelligence literacy.The audience for this education has broadened to include all ages and professions,necessitating a shift towards a lifelong,personalized,and AI-integrated education model.Finally,six targeted strategies are proposed to improve digital literacy in the context of AIGC,including subject construction,curriculum system construction,user demand orientation,mixed teaching methods,open educational resources and teaching effect evaluation.

关 键 词：生成式人工智能 数字素养教育 全民性 教智融合 变革 

分 类 号：G252.7[文化科学—图书馆学]