| 5,064 | 40 | 105 |
| 下载次数 | 被引频次 | 阅读次数 |
在AIGC时代，如何合理运用大模型赋能课堂教学是目前应解决的关键问题。通过教育提示工程的理论指导设计学习提示单能够促进教育与大模型等新技术的有效融合。学习提示单是帮助中小学师生在课堂中合理适恰地运用大模型解决问题的一种学习资源，旨在通过运用教育提示工程的理论针对教育领域的提示词进行设计，从而解决大模型在课堂中的合理有效运用问题。针对中小学师生使用大模型遇到的诸如如何引导学生正确使用大模型、如何把控大模型的内容质量、如何规避大模型使用的伦理风险以及如何提高学生的批判性思维等问题，设计了基于三轮对话的T|BO-LRQET-P&R(简称LRQET)模型、学习提示单以及大模型的课堂教学应用模式。通过教育提示工程的理论设计学习提示单以助力师生的教与学。
Abstract：In the era of AIGC,how to rationally use large models to empower classroom teaching and learning is a key problem that should be solved at present.Theoretical guidance through educational prompt engineering, through the theoretical guidance of educational prompt engineering, the design of learning prompt sheets can promote the effective integration of education and new technologies such as large models.Learning prompt sheets are a learning resource to help teachers and students in primary and secondary schools use large models to solve problems in the classroom.It aims to solve the problem of the rational and effective use of large models in the classroom by using the theory of educational prompt engineering to design prompt words in the field of education.The problems encountered by teachers and students in primary and secondary schools in using large models, such as how to guide students to use large models correctly, how to control the content quality of large models, how to avoid the ethical risks of using large models, and how to improve students' critical thinking.Therefore, a classroom teaching application model based on the T|BO-LRQET-P&R(abbreviated as LRQET) model, learning prompt sheets and large model based on three-round dialogue is designed.The paper designs the learning prompt sheets through the theory of the educational prompt engineering, so as to help teachers and students teach and learn.
[1]中华人民共和国中央人民政府．国务院印发《新一代人工智能发展规划》[EB/OL].[2024-01-10].https：//www.gov.cn/xinwen/2017-07/20/content_5212064.htm?eqid=fc0b61230001e0bd000000066469da4a．
[2]中华人民共和国教育部．教育部关于印发《高等学校人工智能创新行动计划》的通知[EB/OL].[2024-01-10].http：//www.moe.gov.cn/srcsite/A16/s7062/201804/t20180410_332722.html．
[3]中华人民共和国教育部．教育部关于印发《教育信息化2.0行动计划》的通知[EB/OL].[2024-01-10].http：//www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html．
[4]中华人民共和国教育部．教育部等十八部门关于加强新时代中小学科学教育工作的意见[EB/OL].[2024-01-10].http：//www.moe.gov.cn/srcsite/A29/202305/t20230529_1061838.html．
[5]谢忠新，李晓晓．发展人工智能教育，推动拔尖创新人才早期培养---上海市浦东新区中小学人工智能教育的创新探索[J]．中小学信息技术教育，2024(1):14-16．
[6]李云晓，李红，陈选超．人工智能生成式预训练模型辅助的对话式学习审视[J]．成都师范学院学报，2023(7):116-124．
[7]OpenAI.GPT Best Practices[EB/OL].[2024-01-10].https：//platform.openai.com．
[8]Zhang N,Li L,Chen X,et al.Differentiable prompt makes pretrained language models better few-shot learners[J].arXiv preprint arXiv:21808.13161,2021．
[9]Floridi L,Chiriatti M.GPT-3:Its Nature,Scope,Limits,and Consequences[J].Minds&Machines,2020,30:681-694．
[10]Cain W.Prompting Change:Exploring Prompt Engineering in Large Language Model AI and Its Potential to Transform Education[J].TechTrends,2024(1):47-57．
[11]Lee U,Jung H,Jeon Y,et al.Few-shot is enough:exploring ChatGPT prompt engineering method for automatic question generation in english education[J].Education and Information Technologies,2023:1-33．
[12]Carvalho L,Martinez-Maldonado R,Tsai Y S,et al.How can we design for learning in an AI world?[J].Computers and Education:Artificial Intelligence,2022(3):100053．
[13]赵晓伟，祝智庭，沈书生．教育提示语工程：构建数智时代的认识论新话语[J]．中国远程教育，2023(11):22-31．
[14]焦建利．ChatGPT：学校教育的朋友还是敌人？[J]．现代教育技术，2023(4):5-15．
[15]Xia Q,Chiu T K F,Lee M,et al.A self-determination theory(SDT)design approach for inclusive and diverse artificial intelligence(AI)education[J].Computers&Education,2022,189:1-13．
[16]Xia Q,Chiu T K F,Chai C S,et al.The mediating effects of needs satisfaction on the relationships between prior knowledge and self-regulated learning through artificial intelligence chatbot[J].British Journal of Educational Technology,2023(4):813-1045．
[17]张志祯，张玲玲，米天伊，等．大型语言模型会催生学校结构性变革吗？---基于ChatGPT的前瞻性分析[J]．中国远程教育，2023(4):32-41．
[18]Wei J,Wang X,Schuurmans D,et al.Chain-of-Thought Prompting Elicits Reasoning in Large Language Models[J].Advances in neural information processing systems,2022,35:24824-24837．
[19]Yang C,Wang X,Lu Y,et al.Large Language Models as Optimizers[J].arXiv preprint arXiv:2309.03409,2023．
[20]李广，姜英杰．个性化学习的理论建构与特征分析[J]．东北师大学报，2005(3):152-156．
[21]谷伟，董玉琦，陈兴冶，等．基于认知起点的互动式个性化学习资源设计---以小学数学“中位数与众数”为例[J]．全球教育展望，2023(7):71-81．
[22]尹相杰，董玉琦，胡航．CTCL视野下的小学数学概念转变的实证研究---以“相交与垂直”为例[J]．现代教育技术，2018 (2):47-53．
[23]张春莉，高民．布卢姆认知领域教育目标分类学在中国十年的回顾与反思[J]．华东师范大学学报（教育科学版），1996 (1):57-70．
[24]刘明，吴忠明，廖剑，等．大语言模型的教育应用：原理、现状与挑战---从轻量级BERT到对话式ChatGPT[J]．现代教育技术，2023(8):19-28．
[25]李冰．对我校体育系学生学习健美操态度的调查分析[J]．平原大学学报，2004(6):96-99．
[26]佚名．学习的驱动力---学习动机|学习之路（3)[EB/OL].[2024-01-12].https：//zhuanlan.zhihu.com/p/67696953．
[27]方海光，孔新梅，刘慧薇，等．基于共生理论的人机协同教育主体合作博弈及其优化策略研究[J]．电化教育研究，2024 (1):21-27．
[28]Buric'I,Frenzel A C.Teacher emotions are linked with teaching quality:Cross-sectional and longitudinal evidence from two field studies[J].Learning and Instruction,2023,88:101822．
[29]Cardona M A,Rodríguez R J,Ishmael K.Artifcial intelligence and the future of teaching and learning:Insights and recommendations[EB/OL].[2024-01-10].https：//zys.seu.edu.cn/2023/0607/c42759a447812/page.htm．
[30]夏琪，程妙婷，薛翔钟，等．从国际视野透视如何将ChatGPT有效纳入教育---基于对72篇文献的系统综述[J]．现代教育技术，2023(6):26-33．
[31]de Winter J C F.Can ChatGPT Pass High School Exams on English Language Comprehension?[J].International Journal of Artificial Intelligence in Education,2023:1-16．
[32]Holtzman A,Buys J,Du L,et al.The Curious Case of Neural Text Degeneration[J].arXiv preprint arXiv:1904.09751,2019．
[33]Fan A,Lewis M,Dauphin Y.Hierarchical Neural Story Generation[J].arXiv preprint arXiv:1805.04833,2018．
[34]王树义，肖骁，倪考梦，等．Sora的职业影响：知识工作者应对AI核心技能替代的策略[J/OL]．图书馆论坛，1-10[2024-03-05].http：//kns.cnki.net/kcms/detail/44.1306.G2.20240304.1251.004.html．
[35]廖宁，曹敏，严骏驰．视觉提示学习综述[J/OL]．计算机学报：1-31[2024-03-05].http：//kns.cnki.net/kcms/detail/11.1826.tp.20240118.1026.004.html．
[36]卢宇，余京蕾，陈鹏鹤，等．多模态大模型的教育应用研究与展望[J]．电化教育研究，2023(6):38-44．
[37]Li C,Gan Z,Yang Z,et al.Multimodal Foundation Models:From Specialists to General-Purpose Assistants[J].arXiv preprint arXiv:2309.10020,2023(2):2.
基本信息:
DOI：10.13927/j.cnki.yuan.20240509.002
中图分类号:G434
引用信息:
[1]方海光,王显闯,洪心,等.面向AIGC的教育提示工程学习提示单设计及应用[J].现代远距离教育,2024,No.212(02):62-70.DOI:10.13927/j.cnki.yuan.20240509.002.
基金信息:
全国教育科学规划2023年度教育部重点项目“人机协同视域下的‘双师课堂’教学模式构建和效果评价研究”(编号：DCA230461)
2024-05-10
2024-05-10
2024-05-10