教师AI素养:人工智能时代的教师准备——基于UNESCO“AI CFT”框架和7份政策文本的分析  

AI Competencies for Teachers:Teacher Preparing for the AI Era——Analysis Based on UNESCO's“AI CFT”Framework and Seven Policy Texts

作　　者：薛淑敏[1] 鄢莹莹 徐梦杰[2] XUE Shumin;YAN Yingying;XU Mengjie(Research Institute for International and Comparative Education,Shanghai Normal University,Shanghai,200234,China;Shanghai Jing'an Education College,Shanghai,200070,China)

机构地区：[1]上海师范大学国际与比较教育研究院,上海200234 [2]上海市静安区教育学院,上海200070

出　　处：《教师教育研究》2024年第4期105-113,共9页Teacher Education Research

基　　金：2023年度教育部哲学社会科学研究重大委托项目(23JZDW12)。

摘　　要：教师是教育智能化转型的核心参与者与实践者,在教学中的作用不可替代,因此迫切需要制定一个全面的教师AI素养框架,以在AI快速发展的时代充分发挥教师的能动性。2023年9月,联合国教科文组织发布了“面向教师的人工智能素养框架”意见征集草案,提出了教师人工智能素养应包含的6个素养域(人工智能思维、人工智能伦理、人工智能基础、人工智能教学法、人工智能工具、关于和基于人工智能的专业学习)、3个进阶水平(理解、应用和创造)的18种具体素养,旨在通过这样一个包容性框架,指导各地教师、教学团体和教师教育系统发展教师应用人工智能的相关知识、技能、态度、价值观和能动性,管理应用人工智能可能产生的风险和威胁。Teachers are the core participants and practitioners in the intelligent transformation of education,and their roles in teaching are irreplaceable.Therefore,there is an urgent need to develop a comprehensive artificial intelligence(AI)competency framework for teachers to give full play to teachers'initiatives in the era of rapid AI development.In September 2023,UNESCO released a draft of the“UNESCO AI Competency Framework for Teachers”,which proposes six domains of AI competencies for teachers(AI mindset,ethics of AI,AI foundations,AI pedagogy,AI tools,AI for professional development),and eighteen specific competencies at three advanced levels(understanding,applying,and creating),aiming to adopt such an inclusive framework to guide teachers,teaching communities and teacher education systems everywhere in the development of teachers'knowledge,skills,attitudes,values and motivation related to the application of AI,and in the management of the risks and threats that may arise from the application of AI.

关 键 词：人工智能素养 教师人工智能素养 教育人工智能 联合国教科文组织 

分 类 号：G451.6[文化科学—教育学]