AI教师开发:国际进展与前瞻
Development of AI Teachers: International Progress and Prospect
  
DOI:
中文关键词:  教育机器人;AI教师;开发缘由;含义与角色;挑战与路径
英文关键词:educational robots, AI teachers, development and background, concepts and roles, challenges and countermeasures
基金项目:本文系广东省哲学社会科学规划项目“从PCK到LCK:课程开发中的知识增长研究”(项目编号:GD17CJY02),广东省哲学社会科学规划青年项目“教育行动研究三重迭代螺旋模型建构研究”(项目编号:GD18YJY01),第63批中国博士后科学基金面上一等资助项目“课程行动研究知识创造的机制、方式与策略”(项目编号:2018M630958)和华南师范大学青年教师科研培育基金项目(项目编号:17SK16)的研究成果。
作者单位
陈思宇 华南师范大学 
黄甫全 华南师范大学 
曾文婕 华南师范大学 
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中文摘要:
      AI逐渐成为教育学研究热点。当前国际上,AI主要扮演学伴、学生、远程呈现AI教师、课堂教师四大角色。AI教师能够提升学生认知能力,增强学生学习兴趣,促进学生社会交往,规范学生动作技能。开发AI教师面临四大挑战,包括:技术上,尚未实现人机互动的完全自动化;运用上,遭遇AI教师如何进行教学判断和决策并做出教学行为的难题;接纳上,未能确定AI教师是否适用于年长学习者;伦理上,需要解决学生隐私保护、人机师生关系建立等问题。解决这些难题,需要政府管理部门、科学技术人员、人文社科学者和使用者从政策制定、技术开发、理论探讨和认识使用等方面共同努力。
英文摘要:
      AI teachers are becoming a research hotspot in education. Reasons of developing AI teachers are that they can improve students’ cognitive ability, enhance students’ learning interests, promote student’ social interaction, and regulate students’ motor skills. At present, AI teachers play four major roles of companion and peer, care-eliciting companion, telepresence robot teacher and classroom teacher. The development of AI teachers faces four challenges. First, the complete automation of human-robot interaction has not yet been realized. Second, AI teachers are confronted with difficulties of how to make teaching judgments and decisions in order to teach and act properly. Third, researchers need to determine whether AI teachers are suitable for older learners and enhance their acceptance of AI teachers. Finally, it is necessary to solve problems such as students’ privacy protection and the establishment of human-robot relationship. To solve these problems, governments, scientists, scholars in humanities and social sciences and users should make joint efforts in policy making, development of technology, theory and understandings, and applications.
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