[1]卢迪,段世飞,胡 科,等.人工智能教育的全球治理：框架、挑战与变革[J].远程教育杂志,2020,(06):003-12.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.001]
　Lu Di,Duan Shifei,Hu Ke,et al.Global Governance of Artificial Intelligence Education: Framework, Challenges and Changes[J].Distance Education Journal,2020,(06):003-12.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.001]
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人工智能教育的全球治理：框架、挑战与变革()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年06期
页码:
003-12
栏目:
前沿探索
出版日期:
2020-11-22

文章信息/Info

Title:
Global Governance of Artificial Intelligence Education: Framework, Challenges and Changes
作者:
卢迪； 段世飞； 胡 科； 李福华； 陈熠舟
1.淮北师范大学 教育学院，安徽淮北 235000；2.北京师范大学 教育学部，北京 100875；3.清华大学 教育研究院，北京 100084
Author(s):
Lu Di； Duan Shifei； Hu Ke； Li Fuhua； Chen Yizhou
1.School of Education, Huaibei Normal University, Huaibei, Anhui 235000;2. Department of Education, Beijing Normal University, Beijing 100875;3. Institute of Education, Tsinghua University, Beijing 100084
关键词:
人工智能教育; 全球治理; 数智融合; 数字孪生; 智能鸿沟; 教育均衡
Keywords:
Artificial Intelligence Education;  Global Governance;  Integration of Digital Intelligence;  Digital Twin;  Intelligence Gap;  Education Balance
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.06.001
文献标志码:
A
摘要:
人工智能教育的全球治理是指国际社会各利益相关方通过协商、合作及博弈等多种方式参与人工智能教育事务管理，以促进人工智能教育为人类发展服务，维持合理国际秩序的活动过程，具有协同化、系统化、数据化、精准化等特点。当前人工智能教育的全球治理存在宏观层面主权国家全球合作缺失、中观层面智慧校园亟待建设、微观层面个性化学习供给不足等问题。因此，实现人工智能教育全球治理的“善治”需要基于多元主体的视角，宏观上需要加强全球合作，推动智能新技术的融合与革新，中观上强化学校与教师的交互协同管理，微观上注重个体的个性化自适应学习，从而形成教育新秩序、增强教育活力、提升教育效能、促进教育公平的终极目标。
Abstract:
The global governance of artificial intelligence education refers to the activities of various stakeholders in the international community to participate in the management of artificial intelligence education affairs through negotiation, cooperation, and gaming, so as to promote artificial intelligence education to serve human development and maintain a reasonable international order The process has the characteristics of collaboration, systematization, dataization and precision. The current global governance of artificial intelligence education has problems such as the lack of global cooperation between sovereign states at the macro level, the urgent need to build smart campuses at the meso level, and the insufficient supply of personalized learning at the micro level. Therefore, to realize the "good governance" of the global governance of AI education needs to be based on the perspective of multiple subjects. On the macro level, it needs to strengthen the global cooperation, promote the integration and innovation of intelligent new technologies, strengthen the interaction and collaborative management between schools and teachers in the meso level, pay attention to the individual personalized self-adaptive learning in micro level, so as to form a new order of education, enhance the vitality of education, enhance the efficiency of education, and promote the ultimate goal of educational equity.

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[2]李海峰,王 炜.人机学习共生体——论后人工智能教育时代基本学习形态之构建[J].远程教育杂志,2020,(02):046.[doi:10.15881/j.cnki.cn33-1304/g4.2020.02.005]
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备注/Memo

备注/Memo:
基金项目：国家社会科学基金“十三五”规划2019年度教育学一般课题“多维视角下人工智能教育应用的理论框架和实践路径研究”（项目编号：BCA190082）。
更新日期/Last Update: 1900-01-01