[1]闫志明,付加留,朱友良,等.整合人工智能技术的学科教学知识(AI-TPACK):内涵、教学实践与未来议题[J].远程教育杂志,2020,(05):023-34.[doi:10.15881/j.cnki.cn33-1304/g4.2020.05.003]
 Yan Zhiming,Fu Jialiu,Zhu Youliang,et al.AI-Technological Pedagogical Content Knowledge (AI-TPACK): Connotation, Teaching and Learning Practice and Future Issues[J].Distance Education Journal,2020,(05):023-34.[doi:10.15881/j.cnki.cn33-1304/g4.2020.05.003]
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整合人工智能技术的学科教学知识(AI-TPACK):内涵、教学实践与未来议题()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年05期
页码:
023-34
栏目:
前沿探索
出版日期:
2020-09-15

文章信息/Info

Title:
AI-Technological Pedagogical Content Knowledge (AI-TPACK): Connotation, Teaching and Learning Practice and Future Issues
作者:
闫志明; 付加留; 朱友良; 段元美
1.鲁东大学 教育科学学院;2.鲁东大学 教师教育学院,山东烟台 264011
Author(s):
Yan Zhiming; Fu Jialiu; Zhu Youliang; Duan Yuanmei
1.College of Education Science, Ludong University; 2. College of Teacher Education, Ludong University, Yantai Shandong 264025
关键词:
整合人工智能技术的学科教学知识AI-TPACK教育人工智能人工智能思维AI教师人机协同
Keywords:
AI-Technological Pedagogical Content KnowledgeAI-TPACKEducational Artificial IntelligenceArtificial Intelligence ThinkingAI Teacher Human-Computer Collaboration
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.05.003
文献标志码:
A
摘要:
随着人工智能与教育融合的不断深入,人工智能对教育教学正带来越来越大的挑战,人工智能技术不同于以往的信息技术,它不仅全方位渗透与影响教与学,而且还催变教师原有的认知结构与教学方式。以往的整合技术的学科教学知识模型(Technological Pedagogical Content Knowledge,简称TPACK)需要注入新的内涵,即需要更新换代,才能使教师更好地适应AI时代的需要。因此,构建整合人工智能技术的学科教学知识模型(AI-TPACK)已然成为一个重要的课题。AI-TPACK超越了TPACK从工具层面来看待技术,其内涵是人机协同思维下人工智能技术、学科内容、教学方法之间的交互关系,其发展途径主要有从PCK到AI-TPACK、从AI-TPK到AI-TPACK 以及AI-TPACK与PCK同步发展,教学实践新形态表现在“AI+教师”的协同教学、数据驱动的精准教学、按需定制的个性化教学以及虚实共生的沉浸式教学。AI-TPACK理论框架的提出,对教师人工智能技术应用能力发展、人工智能技术与课程整合教学实践、智能学习环境开发等,均有一定的借鉴意义。
Abstract:
With the continuous deepening of the integration of artificial intelligence and education, artificial intelligence is bringing greater and greater challenges to education and teaching. Artificial intelligence technology is different from previous information technology. It not only penetrates and affects teaching and learning in all directions, but also promotes the change of teacher’s original cognitive structure and teaching methods. Technical Pedagogical Content Knowledge (TPACK) needs to be injected with new connotations, that is, it needs to be updated to enable teachers to better adapt to the needs of the AI era. Therefore, the construction of AI-Technical Pedagogical Content Knowledge (AI-TPACK) has become an important topic. AI-TPACK surpasses TPACK and views technology from a tool level. Its connotation is the interactive relationship between artificial intelligence technology, subject content, and teaching methods from the perspective of human-computer collaborative thinking. Its development paths mainly include PCK to AI-TPACK, and AI -TPK to AI-TPACK and the simultaneous development of AI-TPACK and PCK. The new form of teaching practice based on AI-TPACK is manifested in the collaborative teaching of "AI + teachers", data-driven precision teaching, customized teaching on demand, and immersive teaching of virtual and real symbiosis. The proposed AI-TPACK theoretical framework has its significance for the development of teachers’ artificial intelligence technology application ability, the teaching practice of integration of artificial intelligence technology and curriculum, and the development of intelligent learning environment.

备注/Memo

备注/Memo:
基金项目:本文系山东省社会科学规划研究一般项目“设计思维视野下教师信息技术能力发展:学习环境设计与影响因素分析”(项目编号:17CJYJ13)、国家自然科学基金面上项目“融合3D视觉的多模态交互教育机器人研究”(项目编号:61877065)的研究成果。
更新日期/Last Update: 1900-01-01