如何在价值层面促进“人工智能+教育”持续发展？
确保技术服务于教育过程，而非主导或取代教育过程。 数字化转型网www.szhzxw.cn
首先，明确人工智能在教育中的辅助地位。教育的本质在于培养人的全面发展，包括知识、技能、情感态度和价值观等方面。人工智能应被视为一种辅助教学工具，而非教育的主体。通过运用人工智能技术为学生提供个性化学习资源、利用智能算法追踪学生学习进展和学习效果，其目的都在于促进学生对知识的理解和技能的掌握，但人工智能技术并不能取代学校和教师成为教育的主体，师生和同学间的情感交流和互动中的价值观塑造是目前人工智能技术应用所难以实现的。因此，人工智能在教育中只能处于辅助地位。
其次，关注学生的全面发展。教育目标是人工智能技术应用的标尺，在利用人工智能技术设计教学活动时，必须将教育目标全面嵌入到人工智能技术应用场景中，确保技术服务于教育目标的实现，而非仅仅是借助技术手段对知识传授效率的增进。比如可以借助人工智能技术模拟不同教学设计情景的教学场景，如在历史课上介绍一个历史事件的发生，可以通过虚拟现实技术让学生“穿越”到古代，身临其境见证历史事件的发生过程，实现将历史知识教育与情感态度和价值观教育等多方面教育目标的融合。
最后，增强人工智能教育产品对不同文化场景的包容性。人工智能教育产品的设计理念应该是帮助学生理解人工智能技术的双刃剑效应，培养学生正确的技术观和价值观。通过人工智能教育产品的应用，比如通过虚拟现实或增强现实技术模拟出不同文化背景下的交流场景，将价值观教育融入交流场景中，增强学生的跨文化交流沟通能力。此外，在研发人工智能教育产品时，应该充分考虑不同文化背景的差异，比如可以在人工智能产品功能设计上，提供多种语言选项和文化背景设置，以满足不同用户的个性化需求。
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翻译：
How to promote the sustainable development of “artificial intelligence + education” at the value level?
Ensure that technology serves the educational process, rather than dominating or replacing it.
1. Make clear the auxiliary status of artificial intelligence in education.
The essence of education is to cultivate people’s all-round development, including knowledge, skills, emotional attitudes and values. Ai should be seen as a teaching aid rather than a subject of education. By using artificial intelligence technology to provide students with personalized learning resources and intelligent algorithms to track students’ learning progress and learning effects, the purpose is to promote students’ understanding of knowledge and mastery of skills. However, artificial intelligence technology cannot replace schools and teachers as the main body of education. The emotional communication and value shaping between teachers, students and classmates are difficult to achieve in the application of artificial intelligence technology. Therefore, artificial intelligence can only be in a supplementary position in education. 数字化转型网www.szhzxw.cn
2. Pay attention to the all-round development of students.
Educational goals are the yardstick of the application of artificial intelligence technology. When designing teaching activities using artificial intelligence technology, educational goals must be fully embedded in the application scenarios of artificial intelligence technology to ensure that technology serves the realization of educational goals, rather than merely improving the efficiency of knowledge transfer by means of technical means. For example, artificial intelligence technology can be used to simulate the teaching scene of different teaching design scenarios, such as introducing the occurrence of a historical event in the history class, and virtual reality technology can allow students to “travel” to ancient times and witness the occurrence process of historical events personally, so as to achieve the integration of historical knowledge education with emotional attitude and value education and other educational goals.
3. The inclusiveness of AI education products to different cultural scenes should be enhanced.
The design concept of artificial intelligence educational products should be to help students understand the double-edged sword effect of artificial intelligence technology, and cultivate students’ correct technological outlook and values. Through the application of artificial intelligence education products, such as virtual reality or augmented reality technology to simulate the communication scenes in different cultural backgrounds, the value education is integrated into the communication scenes, and the cross-cultural communication ability of students is enhanced. In addition, when developing artificial intelligence education products, differences in different cultural backgrounds should be fully considered, for example, multiple language options and cultural background Settings can be provided in the functional design of artificial intelligence products to meet the individual needs of different users.
