学校如何使用生成式人工智能——《澳大利亚学校生成式人工智能框架》解析  

How Can Schools Utilize Generative Artificial Intelligence:An Analysis of Australian Framework for Generative Artificial Intelligence in Schools

作　　者：万昆 洪琴 赵婧潇 Kun WAN;Qin HONG;Jingxiao ZHAO(Research Center for Educational Informatization,Shangrao Normal University,Shangrao 334001,Jiangxi;Institute of Educational Development,Nanchang University,Nanchang 330031,Jiangxi;Business School,The University of Sydney,Sydney 2006,Australia)

机构地区：[1]上饶师范学院教育信息化研究中心,江西上饶334001 [2]南昌大学教育发展研究院,江西南昌330031 [3]悉尼大学商学院,澳大利亚悉尼2006

出　　处：《中国教育信息化》2025年第4期89-98,共10页Chinese Journal of ICT in Education

基　　金：2024年教育部人文社会科学研究一般项目“面向跨学科学习发生的学习环境设计与应用研究”(编号:24YJA880055)。

摘　　要：生成式人工智能技术正以其高效性、多模态性、交互性推动着学校教育的变革。全球相继出台生成式人工智能相关政策和行动计划,以探索并充分发挥教育领域人工智能技术的潜能,推动学校教育高质量发展。研究者以《澳大利亚学校生成式人工智能框架》为例,对其6个核心要素(教学和学习、人类与社会福祉、透明度、公平性、责任性、隐私与安全)和22个相关原则进行具体分析,并结合生成式人工智能在我国学校的使用和我国人工智能教育现状,提出如下建议:一是构建我国生成式人工智能教育应用框架;二是重视中小学人工智能教育;三是开发适合中小学使用的人工智能教育课程;四是加强对生成式人工智能的法规制定与监测。Generative artificial intelligence is revolutionizing school education with its efficiency,multimodality,and interactivity,prompting governments worldwide to introduce policies and action plans aimed at unlocking AI’s educational potential and enhancing the quality of schooling.Taking Australian Framework for Generative Artificial Intelligence in Schools as an example,researchers analyze its six core elements(teaching and learning,human and social well-being,transparency,fairness,accountability,privacy and security)and twenty-two related principles.The analysis,when contextualized with China’s current application of GAI in schools and the state of AI education,yields four key recommendations:(1)establishing a national framework for GAI educational applications;(2)prioritizing AI education in primary and secondary schools;(3)developing age-appropriate AI curricula for K-12 students;(4)strengthening regulatory development and oversight for generative AI technologies.

关 键 词：生成式人工智能 澳大利亚 数字伦理 人工智能教育 人工智能课程 

分 类 号：G434[文化科学—教育学]