幼儿园教师的五种人工智能能力——基于联合国教科文组织《教师人工智能能力框架》报告
Five Artificial Intelligence Competencies for Preschool Teachers:Based on the UNESCO Report on the AI Competency Framework for Teachers
谢云天 1李家黎 2金群 2刘宇2
作者信息
- 1. 长沙师范学院学前教育学院,湖南长沙 410100;湖南省"十四五"学前教育研究基地(教师培养方向),湖南长沙 410100
- 2. 长沙师范学院学前教育学院,湖南长沙 410100
- 折叠
摘要
基于2024年9月联合国教科文组织发布的《教师人工智能能力框架》,探讨人工智能时代幼儿园教师应具备的人工智能能力.通过对框架中以人为本的人工智能意识、人工智能伦理、人工智能基础与应用、人工智能与教学法整合以及人工智能支持教师专业发展五个能力的分析,并结合幼儿教育特点,阐述幼儿园教师在不同进阶水平下各维度能力的具体体现以及五种能力之间的关系.鉴于此,幼儿园教师应不断提升人工智能能力,以便更好地在教育活动中应用人工智能技术,促进幼儿成长和教师发展.
Abstract
Based on UNESCO's"AI Competency Framework for Teachers"(September 2024),this paper explores AI competencies for preschool teachers in the AI era.Analyzing five framework competencies(human-centered AI awareness,AI ethics,AI knowledge and application,AI-pedagogy integration,and teacher-focused AI-supported professional development)and considering early-childhood education characteristics,it details these competencies'manifestations at different teacher-progression levelsand the interrelationships among the five competencies.Thus,preschool teachers mustcontinuously improve their AI competencies to better apply AI in education,promote the growth of young children and the development of teachers.
关键词
幼儿园教师/人工智能/人工智能意识/人工智能伦理/专业发展Key words
Preschool teachers/AI/AI awareness/AI ethics/Professional development引用本文复制引用
出版年
2025
NETL
NSTL
万方数据