摘要
胡祥恩教授是美国孟菲斯大学心理学系、电子计算机工程系、计算机科学系教授,智能系统研究院高级研究员,美国先进分布式学习孟菲斯实验室主任,华中师范大学心理学院院长、中国青少年网络心理与行为教育部重点实验室高级研究员,研究领域包括数学心理学、实验设计与统计、心理学、人工智能和智能导学系统。本文系2018年7月华中师范大学举办的"教育大科学前沿论坛(第三期)——中国通用人工智能高端论坛"会议期间对胡祥恩教授访谈基础上整理而成的。作为一种新技术,人工智能已经成为教育学界讨论的焦点。然而,技术面对的不仅是理论,更关键的是应用问题,怎样才能充分发挥人工智能技术的优势使之真正融入教育,避免因过度包装而产生的空洞陷阱,是一个需要解决的问题。对此,胡祥恩教授认为,我们需要从观念上进行根本性革新。他提出一种人工智能教育应用的新理论框架:学习者与教育资源对称性假设,即学习者能够在与教育资源(教学内容、学习环境、互动机制和学习过程)的互动中实现知识结构的最优化,同时教育资源也能够在这一互动中得以改进。该理论框架以全新的视角审视学习者和教育资源的关系,认为教育资源并非被动、僵化、静态地参与教学过程,而是在动态、适应性地进行自我改进。在这一理论框架的支撑下,人工智能技术与教育资源有机结合,"个性化"与"拟人化"合为一体,令呆板、枯燥的在线学习系统被有效激活,从而极大地改善系统的教学效果。因此,该框架不论在理论还是在实践层面,都具有重要的学术和应用价值。
Xiangen Hu is a professor in the Department of Psychology,Department of Electrical and Computer Engineering and Computer Science Department at The University of Memphis(UofM)and senior researcher at the Institute for Intelligent Systems(IIS)at the UofM and is professor,and he is the Dean of the School of Psychology at Central China Normal University(CCNU)and a senior researcher in the Chinese Ministry of Education’s Key Laboratory of Adolescent Cyberpsychology and Behavior.His primary research areas include Mathematical Psychology,Research Design and Statistics,Cognitive Psychology,Artificial Intelligence(AI)and Intelligent Tutoring System(ITS).This article is based on the interview of Professor Hu Xiangen while attending the"Education Big Science Frontier Forum(III)-General Artificial Intelligence(AGI)Annual Conference in China".As a state-of-the-art technology that has attracted so much attention,Artificial Intelligence(AI)has been hotly discussed in the field of education.However,the technology is more concerned application problems but not theoretical issues.Thus,how can we fully utilize the advantages of AI to integrate it into education,rather than re-entering the hollow traps that come with the fashionable technologies such as cloud computing and big data?Professor Hu believes that we should change some basic beliefs thoroughly.He proposes a new theory framework to beat the application of AIED:the Symmetry Hypothesis of Learners and Educational Resources,that is,learners can be nurtured in the interaction of Educational Resources(Teaching Content,Learning Environment,Interaction Mechanism and Learning Process)Optimization,while educational resources can also be improved in the same interaction.The theory framework examines the relationship between learners and learning resources from a brand-new perspective.It believes that educational resources are not only passively,rigidly,and statically involved in learning process,but are constantly adapting and dynamically improving themselves.Therefore,under the s
作者
刘凯
胡静
胡祥恩
LIU Kai;HU Jing(School of Psychology,Central China Normal University,Wuhan 430079,China)
出处
《开放教育研究》
CSSCI
北大核心
2018年第6期4-11,共8页
Open Education Research
基金
国家863计划基金项目“基于行为心理动力学模型的群体行为分析与事件态势感知技术”(2014AA015103)
国家自然科学基金项目“基于屏幕视觉热区的网络用户偏好提取及交互式个性化推荐研究”(71571084)
中国博士后基金资助项目“基于角色冲突的虚拟小组讨论构建原则及教学效果研究”(2016M590702)。
关键词
人工智能
教育
教育资源
学习者
对称性假设
理论框架
artifical intelligence
education
educational resources
learner
symmetric hypothesis
theory framework
