摘要
中小学生人工智能素养是一个随着人工智能技术的进步而不断发展的概念,其内涵从“理解智能技术、辅助自身学习”扩展成为“理解、创造性应用和批判性评价人工智能技术所需的一整套能力框架”。培养目标从人工智能的“使用者”升级为“共创者”和“终身学习者”。据此,文章以布卢姆的教育目标分类体系为基础,结合新一代人工智能技术的特殊需要,构建了“认知、思维、伦理”三个维度与“低阶、中阶、高阶”三个层级构成的人工智能素养“3×3框架”。文章借助该框架探讨了如何培养中小学生人工智能素养的问题,提出需构建分层教育体系、完善综合评价机制,以期系统推动中小学人工智能素养的形成与发展。
Artifical intelligence(AI)literacy for primary and secondary school students is a concept that evolves continuously with the advancement of AI technology.Its connotation has expanded from“understanding intelligent technologies and assisting one’s own learning”to“a comprehensive competency framework for understanding,creatively applying,and critically evaluating AI technologies”.The cultivation goal has been upgraded from“users”of AI to“co-creators”and“lifelong learners”.Accordingly,based on Bloom’s Taxonomy of educational objectives and combined with the special requirements of the next-generation AI technologies,this paper constructed a“3×3 framework”of AI literacy,which consisted of three dimensions-cognition,thinking,and ethics,and three levels-low,intermediate,and high.With this framework,the paper explores approaches to cultivating AI literacy among primary and secondary school students,proposing the construction of a hierarchical education system and the improvement of a comprehensive evaluation mechanism,so as to systematically promote the development of AI literacy in primary and secondary education.
作者
汪滢
李智迅
汪琼
范逸洲
WANG Ying;LI Zhi-Xun;WANG Qiong;FAN Yi-Zhou(Periodicals Editorial Department,People’s Education Press,Beijing,China 100081;College of education,Fujian Normal University,Fuzhou,Fujian,China 350007;Graduate School of Education,Peking University,Beijing,China 100871)
出处
《现代教育技术》
2026年第3期82-90,共9页
Modern Educational Technology
基金
国家社会科学基金教育学重大课题“新一代人工智能对教育的影响研究”(项目编号:VGA230012)的阶段性研究成果。
关键词
中小学生
人工智能素养
3×3素养框架
生成式人工智能
primary and secondary students
artificial intelligence literacy
3×3 literacy framework
generative artificial intelligence
