摘要：開(kai)(kai)(kai)源平臺的(de)興(xing)起(qi)為人工智能(neng)發展(zhan)與持續創(chuang)新(xin)提供了動力(li)(li)。通過分析當前研究(jiu)生人工智能(neng)課程建設中的(de)問題(ti)、挑(tiao)戰與時代要求(qiu)，提出擁抱開(kai)(kai)(kai)源平臺的(de)人工智能(neng)課程建設原則與實施路徑。重點分析、設計(ji)面向開(kai)(kai)(kai)源能(neng)力(li)(li)評(ping)價體系(xi)，以開(kai)(kai)(kai)源評(ping)價驅動課程建設創(chuang)新(xin)，提升學生在人工智能(neng)領域研究(jiu)上的(de)綜合能(neng)力(li)(li)，致力(li)(li)于培養熟(shu)悉開(kai)(kai)(kai)源的(de)研究(jiu)型(xing)人才。

關鍵(jian)詞：開源模式(shi)；人(ren)(ren)才培養；人(ren)(ren)工智能；課(ke)程建設

引(yin)言:2020年(nian)3月，教育部(bu)、國(guo)家發(fa)展(zhan)改革委、財政部(bu)聯(lian)合(he)(he)印發(fa)《關于(yu)“雙(shuang)一(yi)(yi)流”建(jian)(jian)(jian)設(she)(she)高(gao)校促進學(xue)(xue)(xue)(xue)(xue)科融(rong)(rong)合(he)(he)加快人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)領域(yu)研(yan)究(jiu)(jiu)(jiu)生(sheng)培(pei)養(yang)的(de)(de)(de)(de)若(ruo)干意見(jian)》提(ti)出(chu)，要(yao)加強(qiang)(qiang)人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)領域(yu)研(yan)究(jiu)(jiu)(jiu)生(sheng)培(pei)養(yang)方(fang)(fang)式(shi)(shi)的(de)(de)(de)(de)融(rong)(rong)合(he)(he)與(yu)(yu)創(chuang)(chuang)新(xin)(xin)(xin)(xin)，在(zai)(zai)(zai)課(ke)(ke)程(cheng)(cheng)(cheng)體系(xi)建(jian)(jian)(jian)設(she)(she)中(zhong)(zhong)強(qiang)(qiang)調“精密耦(ou)合(he)(he)”，以(yi)“全(quan)鏈(lian)條”“開(kai)(kai)(kai)放式(shi)(shi)”“個(ge)性(xing)(xing)化(hua)”為目(mu)標，打造人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)核心知(zhi)識課(ke)(ke)程(cheng)(cheng)(cheng)體系(xi)和(he)應(ying)用模(mo)塊課(ke)(ke)程(cheng)(cheng)(cheng)［1］。我國(guo)在(zai)(zai)(zai)“十四五”規劃和(he)2035年(nian)遠景目(mu)標綱要(yao)中(zhong)(zhong)明確(que)提(ti)出(chu)，要(yao)瞄準(zhun)人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)領域(yu)加強(qiang)(qiang)原創(chuang)(chuang)性(xing)(xing)引(yin)領性(xing)(xing)的(de)(de)(de)(de)科技攻關，要(yao)在(zai)(zai)(zai)新(xin)(xin)(xin)(xin)一(yi)(yi)代人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)理論與(yu)(yu)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)應(ying)用上(shang)有所突破、創(chuang)(chuang)新(xin)(xin)(xin)(xin)，還提(ti)出(chu)要(yao)在(zai)(zai)(zai)深度學(xue)(xue)(xue)(xue)(xue)習框架等(deng)開(kai)(kai)(kai)源(yuan)算法、平臺構(gou)建(jian)(jian)(jian)上(shang)有所貢獻［2］。人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)創(chuang)(chuang)新(xin)(xin)(xin)(xin)與(yu)(yu)發(fa)展(zhan)需要(yao)人(ren)(ren)(ren)(ren)(ren)(ren)才，研(yan)究(jiu)(jiu)(jiu)型(xing)高(gao)校作為人(ren)(ren)(ren)(ren)(ren)(ren)才培(pei)養(yang)的(de)(de)(de)(de)主力軍，擔負(fu)著為國(guo)家培(pei)養(yang)研(yan)究(jiu)(jiu)(jiu)型(xing)人(ren)(ren)(ren)(ren)(ren)(ren)才的(de)(de)(de)(de)重任(ren)。為了(le)適(shi)應(ying)新(xin)(xin)(xin)(xin)時代對人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)領域(yu)人(ren)(ren)(ren)(ren)(ren)(ren)才的(de)(de)(de)(de)要(yao)求，對傳統人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)程(cheng)(cheng)(cheng)進行(xing)改革建(jian)(jian)(jian)設(she)(she)便成為了(le)人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)教育領域(yu)的(de)(de)(de)(de)重要(yao)課(ke)(ke)題(ti)。開(kai)(kai)(kai)源(yuan)社(she)區的(de)(de)(de)(de)興(xing)起為人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)程(cheng)(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)提(ti)供了(le)新(xin)(xin)(xin)(xin)的(de)(de)(de)(de)方(fang)(fang)向，其自身就具有巨(ju)大的(de)(de)(de)(de)優質教學(xue)(xue)(xue)(xue)(xue)與(yu)(yu)研(yan)究(jiu)(jiu)(jiu)資(zi)源(yuan)，在(zai)(zai)(zai)人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)技術(shu)發(fa)展(zhan)中(zhong)(zhong)起到了(le)重要(yao)的(de)(de)(de)(de)推(tui)動(dong)作用，目(mu)前(qian)人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)已進入(ru)一(yi)(yi)個(ge)全(quan)新(xin)(xin)(xin)(xin)階段，開(kai)(kai)(kai)源(yuan)開(kai)(kai)(kai)放已成為推(tui)動(dong)技術(shu)持續進步(bu)的(de)(de)(de)(de)行(xing)業共識和(he)重要(yao)驅動(dong)力量。人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)是(shi)一(yi)(yi)門實(shi)踐(jian)性(xing)(xing)很強(qiang)(qiang)的(de)(de)(de)(de)課(ke)(ke)程(cheng)(cheng)(cheng)，大部(bu)分人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)框架與(yu)(yu)模(mo)型(xing)均(jun)已開(kai)(kai)(kai)源(yuan)，為人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)程(cheng)(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)帶來了(le)機遇。本次(ci)改革基于(yu)研(yan)究(jiu)(jiu)(jiu)生(sheng)的(de)(de)(de)(de)課(ke)(ke)程(cheng)(cheng)(cheng)——高(gao)級人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)，重點培(pei)養(yang)學(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)開(kai)(kai)(kai)源(yuan)意識、開(kai)(kai)(kai)源(yuan)能(neng)(neng)(neng)(neng)(neng)(neng)力、團隊合(he)(he)作精神、創(chuang)(chuang)新(xin)(xin)(xin)(xin)思(si)維、研(yan)究(jiu)(jiu)(jiu)能(neng)(neng)(neng)(neng)(neng)(neng)力。在(zai)(zai)(zai)課(ke)(ke)程(cheng)(cheng)(cheng)改革建(jian)(jian)(jian)設(she)(she)過程(cheng)(cheng)(cheng)中(zhong)(zhong)，首先分析傳統人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)程(cheng)(cheng)(cheng)存(cun)在(zai)(zai)(zai)的(de)(de)(de)(de)問題(ti)與(yu)(yu)開(kai)(kai)(kai)源(yuan)背景下課(ke)(ke)程(cheng)(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)面(mian)臨的(de)(de)(de)(de)挑戰，從課(ke)(ke)程(cheng)(cheng)(cheng)內容設(she)(she)置(zhi)的(de)(de)(de)(de)前(qian)沿性(xing)(xing)、教學(xue)(xue)(xue)(xue)(xue)方(fang)(fang)法的(de)(de)(de)(de)高(gao)效性(xing)(xing)等(deng)方(fang)(fang)面(mian)進行(xing)分析，提(ti)出(chu)開(kai)(kai)(kai)源(yuan)模(mo)式(shi)(shi)下人(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)程(cheng)(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)思(si)路(lu)與(yu)(yu)評價方(fang)(fang)法。通過開(kai)(kai)(kai)源(yuan)軟(ruan)件、在(zai)(zai)(zai)線資(zi)源(yuan)、社(she)區協作等(deng)方(fang)(fang)式(shi)(shi)，為學(xue)(xue)(xue)(xue)(xue)生(sheng)提(ti)供全(quan)方(fang)(fang)位的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習支(zhi)持與(yu)(yu)實(shi)踐(jian)體驗，旨在(zai)(zai)(zai)培(pei)養(yang)學(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)實(shi)踐(jian)能(neng)(neng)(neng)(neng)(neng)(neng)力和(he)創(chuang)(chuang)新(xin)(xin)(xin)(xin)意識。

1相關研究

研(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)改革(ge)研(yan)究(jiu)(jiu)(jiu)，目前存(cun)在(zai)(zai)“人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)+X”的(de)(de)(de)(de)(de)(de)模式(shi)(shi)(shi)(shi)(shi)助力(li)(li)人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)融(rong)合其他(ta)專業［3-5］，在(zai)(zai)研(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)階段開(kai)設(she)(she)(she)人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)，以學(xue)(xue)(xue)科(ke)交(jiao)叉(cha)、跨界融(rong)合、精準培(pei)育(yu)方(fang)(fang)式(shi)(shi)(shi)(shi)(shi)賦(fu)能(neng)(neng)(neng)專業創新(xin)，為培(pei)養復合研(yan)究(jiu)(jiu)(jiu)型人(ren)(ren)(ren)(ren)才(cai)起到(dao)重(zhong)要作(zuo)(zuo)用(yong)。從人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)賦(fu)能(neng)(neng)(neng)交(jiao)叉(cha)學(xue)(xue)(xue)科(ke)人(ren)(ren)(ren)(ren)才(cai)培(pei)養的(de)(de)(de)(de)(de)(de)制(zhi)度建(jian)(jian)(jian)設(she)(she)(she)與(yu)(yu)培(pei)養研(yan)究(jiu)(jiu)(jiu)中可(ke)見，人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)對(dui)其他(ta)學(xue)(xue)(xue)科(ke)的(de)(de)(de)(de)(de)(de)創新(xin)發(fa)(fa)展和研(yan)究(jiu)(jiu)(jiu)型人(ren)(ren)(ren)(ren)才(cai)培(pei)養賦(fu)能(neng)(neng)(neng)起到(dao)了至(zhi)關(guan)重(zhong)要的(de)(de)(de)(de)(de)(de)作(zuo)(zuo)用(yong)，能(neng)(neng)(neng)有(you)效提(ti)高復合型研(yan)究(jiu)(jiu)(jiu)人(ren)(ren)(ren)(ren)才(cai)的(de)(de)(de)(de)(de)(de)培(pei)養質量［6-7］。在(zai)(zai)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)(she)研(yan)究(jiu)(jiu)(jiu)方(fang)(fang)面(mian)，基(ji)于(yu)(yu)(yu)人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)實踐(jian)改革(ge)取得(de)(de)了較好的(de)(de)(de)(de)(de)(de)效果(guo)，在(zai)(zai)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)體系建(jian)(jian)(jian)設(she)(she)(she)過程(cheng)(cheng)(cheng)中通過加強教學(xue)(xue)(xue)實驗(yan)、項(xiang)(xiang)(xiang)目驅動、課(ke)(ke)(ke)題(ti)研(yan)究(jiu)(jiu)(jiu)等方(fang)(fang)面(mian)創新(xin)教學(xue)(xue)(xue)模式(shi)(shi)(shi)(shi)(shi)，提(ti)高了研(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)的(de)(de)(de)(de)(de)(de)動手能(neng)(neng)(neng)力(li)(li)、獨立思考能(neng)(neng)(neng)力(li)(li)、研(yan)究(jiu)(jiu)(jiu)與(yu)(yu)探索(suo)意識［8-10］。在(zai)(zai)開(kai)源(yuan)(yuan)(yuan)(yuan)教育(yu)模式(shi)(shi)(shi)(shi)(shi)方(fang)(fang)面(mian)，目前軟(ruan)(ruan)(ruan)件(jian)(jian)工(gong)(gong)程(cheng)(cheng)(cheng)教育(yu)已進(jin)行(xing)(xing)多種(zhong)探索(suo)，從軟(ruan)(ruan)(ruan)件(jian)(jian)人(ren)(ren)(ren)(ren)才(cai)的(de)(de)(de)(de)(de)(de)培(pei)養模式(shi)(shi)(shi)(shi)(shi)進(jin)行(xing)(xing)改革(ge)，建(jian)(jian)(jian)立了培(pei)養方(fang)(fang)法(fa)(fa)與(yu)(yu)評(ping)價(jia)標準［11］。例(li)如(ru)，國防科(ke)技大學(xue)(xue)(xue)軟(ruan)(ruan)(ruan)件(jian)(jian)工(gong)(gong)程(cheng)(cheng)(cheng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)引入開(kai)源(yuan)(yuan)(yuan)(yuan)模式(shi)(shi)(shi)(shi)(shi)，學(xue)(xue)(xue)生(sheng)(sheng)在(zai)(zai)軟(ruan)(ruan)(ruan)件(jian)(jian)開(kai)發(fa)(fa)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)中采用(yong)開(kai)源(yuan)(yuan)(yuan)(yuan)教學(xue)(xue)(xue)模式(shi)(shi)(shi)(shi)(shi)，通過閱讀開(kai)源(yuan)(yuan)(yuan)(yuan)項(xiang)(xiang)(xiang)目代碼、參(can)與(yu)(yu)開(kai)源(yuan)(yuan)(yuan)(yuan)項(xiang)(xiang)(xiang)目提(ti)升學(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)(de)軟(ruan)(ruan)(ruan)件(jian)(jian)開(kai)發(fa)(fa)能(neng)(neng)(neng)力(li)(li)［12］。目前，通過分析人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)與(yu)(yu)開(kai)源(yuan)(yuan)(yuan)(yuan)模式(shi)(shi)(shi)(shi)(shi)的(de)(de)(de)(de)(de)(de)研(yan)究(jiu)(jiu)(jiu)發(fa)(fa)現，大部分主要關(guan)注(zhu)融(rong)合人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)專業的(de)(de)(de)(de)(de)(de)交(jiao)叉(cha)建(jian)(jian)(jian)設(she)(she)(she)與(yu)(yu)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)，在(zai)(zai)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)(she)研(yan)究(jiu)(jiu)(jiu)上仍(reng)采用(yong)傳統實驗(yan)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)資源(yuan)(yuan)(yuan)(yuan)進(jin)行(xing)(xing)教學(xue)(xue)(xue)，與(yu)(yu)開(kai)源(yuan)(yuan)(yuan)(yuan)項(xiang)(xiang)(xiang)目的(de)(de)(de)(de)(de)(de)對(dui)接還不夠深(shen)入。開(kai)源(yuan)(yuan)(yuan)(yuan)提(ti)供了海量資源(yuan)(yuan)(yuan)(yuan)、優秀的(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)習案(an)例(li)，使學(xue)(xue)(xue)生(sheng)(sheng)能(neng)(neng)(neng)更好地(di)融(rong)入前沿項(xiang)(xiang)(xiang)目，對(dui)培(pei)養人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)研(yan)究(jiu)(jiu)(jiu)型人(ren)(ren)(ren)(ren)才(cai)具有(you)一定的(de)(de)(de)(de)(de)(de)促(cu)進(jin)作(zuo)(zuo)用(yong)。雖(sui)然，開(kai)源(yuan)(yuan)(yuan)(yuan)模式(shi)(shi)(shi)(shi)(shi)在(zai)(zai)軟(ruan)(ruan)(ruan)件(jian)(jian)工(gong)(gong)程(cheng)(cheng)(cheng)中取得(de)(de)了一定的(de)(de)(de)(de)(de)(de)成果(guo)，但軟(ruan)(ruan)(ruan)件(jian)(jian)工(gong)(gong)程(cheng)(cheng)(cheng)側(ce)重(zhong)于(yu)(yu)(yu)參(can)與(yu)(yu)開(kai)源(yuan)(yuan)(yuan)(yuan)軟(ruan)(ruan)(ruan)件(jian)(jian)的(de)(de)(de)(de)(de)(de)編寫與(yu)(yu)閱讀，人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)開(kai)源(yuan)(yuan)(yuan)(yuan)模式(shi)(shi)(shi)(shi)(shi)仍(reng)側(ce)重(zhong)于(yu)(yu)(yu)構建(jian)(jian)(jian)數據集和模型、優化人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)算(suan)法(fa)(fa)等方(fang)(fang)面(mian)。為此，本文基(ji)于(yu)(yu)(yu)開(kai)源(yuan)(yuan)(yuan)(yuan)模式(shi)(shi)(shi)(shi)(shi)的(de)(de)(de)(de)(de)(de)研(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)(she)原則(ze)、路徑與(yu)(yu)評(ping)價(jia)方(fang)(fang)法(fa)(fa)，為研(yan)究(jiu)(jiu)(jiu)生(sheng)(sheng)人(ren)(ren)(ren)(ren)工(gong)(gong)智(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)(she)提(ti)供了框架參(can)考。

2開(kai)源背景下人工智能(neng)課程建設挑戰

摘要(yao)：在人(ren)(ren)工智(zhi)能(neng)技(ji)術(shu)(shu)(shu)快速發展的背景(jing)下，本文對(dui)高(gao)職(zhi)院(yuan)校信息技(ji)術(shu)(shu)(shu)類專(zhuan)業進行人(ren)(ren)工智(zhi)能(neng)技(ji)術(shu)(shu)(shu)方(fang)(fang)向課(ke)程(cheng)設計進行了研究(jiu)，分析了高(gao)職(zhi)院(yuan)校人(ren)(ren)工智(zhi)能(neng)課(ke)程(cheng)設計面臨的挑(tiao)戰，從市場發展、競賽趨勢、專(zhuan)業建設3個方(fang)(fang)面進行了需求調研和(he)分析，并結合高(gao)職(zhi)院(yuan)校的人(ren)(ren)才培養特點，設計了嵌入式的人(ren)(ren)工智(zhi)能(neng)技(ji)術(shu)(shu)(shu)課(ke)程(cheng)方(fang)(fang)案，希望(wang)能(neng)夠為(wei)相關研究(jiu)提供借(jie)鑒。

關鍵詞：人工智能；課程設計；高職(zhi)院校

《中國(guo)(guo)新一代人(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)科技(ji)(ji)產(chan)(chan)業發(fa)(fa)(fa)展報告2020》指出(chu)(chu)，我(wo)國(guo)(guo)已成為(wei)繼美國(guo)(guo)后擁有人(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)企(qi)業數量最多的國(guo)(guo)家，從技(ji)(ji)術(shu)發(fa)(fa)(fa)展、數據平臺(tai)到市(shi)場，我(wo)國(guo)(guo)的人(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)產(chan)(chan)業生(sheng)態(tai)逐(zhu)漸豐(feng)富和完善[1]。當前人(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)技(ji)(ji)術(shu)被認為(wei)是第四次工(gong)(gong)(gong)(gong)業革命的“引(yin)擎(qing)”[2]，在政府(fu)工(gong)(gong)(gong)(gong)作報告中指出(chu)(chu)要(yao)加快建設(she)制(zhi)造強國(guo)(guo)，加快發(fa)(fa)(fa)展先進制(zhi)造業，推動互聯網、大數據、人(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)和實體經濟深(shen)度融合，到2030年在人(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)領(ling)域達到世界(jie)領(ling)先水平[3]。教育是實現這一目標的根本(ben)途(tu)徑，必須大力(li)培養人(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)領(ling)域的研發(fa)(fa)(fa)和應用人(ren)才(cai)。

1高(gao)職人(ren)工智能人(ren)才培(pei)養的背(bei)景

隨著人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)應(ying)(ying)用的(de)(de)落地(di)，人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)市(shi)場人(ren)(ren)(ren)才(cai)(cai)需(xu)求(qiu)(qiu)(qiu)逐步明朗，高(gao)(gao)職(zhi)階段的(de)(de)人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)人(ren)(ren)(ren)才(cai)(cai)培養也逐漸展(zhan)開，當前諸多(duo)職(zhi)業院校正(zheng)在積(ji)極探(tan)索人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)專(zhuan)(zhuan)業建設。在人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)時代(dai)，眾多(duo)院校都在謀劃與人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)技術(shu)(shu)的(de)(de)結合[4]。而(er)與人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)技術(shu)(shu)關系最為緊(jin)密的(de)(de)信(xin)息(xi)技術(shu)(shu)類專(zhuan)(zhuan)業，尤其需(xu)要(yao)進行課程升級，培養更多(duo)人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)技術(shu)(shu)應(ying)(ying)用方向的(de)(de)人(ren)(ren)(ren)才(cai)(cai)，以滿(man)足(zu)當前市(shi)場對人(ren)(ren)(ren)才(cai)(cai)的(de)(de)需(xu)求(qiu)(qiu)(qiu)。高(gao)(gao)職(zhi)信(xin)息(xi)技術(shu)(shu)類專(zhuan)(zhuan)業人(ren)(ren)(ren)才(cai)(cai)該(gai)如(ru)何在人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)浪(lang)潮中進行定位，如(ru)何優化高(gao)(gao)職(zhi)信(xin)息(xi)技術(shu)(shu)類專(zhuan)(zhuan)業人(ren)(ren)(ren)才(cai)(cai)培養課程體系設計，使得人(ren)(ren)(ren)才(cai)(cai)培養能(neng)(neng)(neng)(neng)夠滿(man)足(zu)人(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)時代(dai)市(shi)場對人(ren)(ren)(ren)才(cai)(cai)的(de)(de)需(xu)求(qiu)(qiu)(qiu)，拓寬學(xue)生的(de)(de)就業方向，提升學(xue)生的(de)(de)未來職(zhi)業發(fa)展(zhan)水平，是專(zhuan)(zhuan)業發(fa)展(zhan)必須面臨和解決的(de)(de)一個問題。

2人工智能課(ke)程設計(ji)面(mian)臨的挑戰(zhan)

項目(mu)(mu)式(shi)教學(xue)是(shi)以問(wen)(wen)題為導(dao)向的(de)教學(xue)方(fang)(fang)法(fa)，是(shi)一(yi)種基于(yu)現實世(shi)界的(de)以學(xue)生(sheng)(sheng)為中(zhong)心的(de)教育(yu)方(fang)(fang)式(shi)。簡單來(lai)說，就是(shi)教師創建(jian)一(yi)個(ge)有意義的(de)學(xue)習項目(mu)(mu)，使學(xue)生(sheng)(sheng)在好奇心的(de)驅動下，自主學(xue)習和主動解決問(wen)(wen)題，同時建(jian)構起自己的(de)知(zhi)識體(ti)系，并(bing)嘗(chang)(chang)試運(yun)用到現實生(sheng)(sheng)活中(zhong)。在小學(xue)人工智能(neng)(neng)(neng)課(ke)程中(zhong)應用項目(mu)(mu)式(shi)教學(xue)，能(neng)(neng)(neng)夠(gou)幫助學(xue)生(sheng)(sheng)親身經歷信息的(de)收集、方(fang)(fang)案的(de)設計、項目(mu)(mu)的(de)實施及最(zui)終評價等全過(guo)程，使學(xue)生(sheng)(sheng)通過(guo)項目(mu)(mu)學(xue)習綜合運(yun)用各學(xue)科知(zhi)識，嘗(chang)(chang)試設計和開發(fa)人工智能(neng)(neng)(neng)作品(pin)，實現學(xue)習和發(fa)展自身技能(neng)(neng)(neng)的(de)目(mu)(mu)標，最(zui)終實現培養創新能(neng)(neng)(neng)力的(de)目(mu)(mu)標。

一、基于人工智(zhi)能學科的(de)學習環境構建(jian)

人工(gong)智能(neng)教學(xue)(xue)環(huan)(huan)境(jing)的(de)構(gou)(gou)建(jian)(jian)(jian)主要(yao)有兩(liang)種(zhong)，一(yi)種(zhong)是通(tong)過現實(shi)(shi)中(zhong)真(zhen)(zhen)實(shi)(shi)存在的(de)人工(gong)智能(neng)應用(yong)(yong)環(huan)(huan)境(jing)來構(gou)(gou)建(jian)(jian)(jian)，比如(ru)(ru)(ru)小米音箱使用(yong)(yong)了語(yu)音識別等；另外一(yi)種(zhong)是通(tong)過體(ti)驗人工(gong)智能(neng)學(xue)(xue)習設(she)備來構(gou)(gou)建(jian)(jian)(jian)，如(ru)(ru)(ru)圖形(xing)化編程(cheng)(cheng)平(ping)臺。在構(gou)(gou)建(jian)(jian)(jian)真(zhen)(zhen)實(shi)(shi)學(xue)(xue)習環(huan)(huan)境(jing)的(de)過程(cheng)(cheng)中(zhong)，需(xu)要(yao)注(zhu)意(yi)兩(liang)點：一(yi)是真(zhen)(zhen)實(shi)(shi)環(huan)(huan)境(jing)的(de)構(gou)(gou)建(jian)(jian)(jian)需(xu)要(yao)符合學(xue)(xue)生(sheng)心理(li)(li)特征；二是真(zhen)(zhen)實(shi)(shi)環(huan)(huan)境(jing)的(de)構(gou)(gou)建(jian)(jian)(jian)不宜過于復雜(za)，需(xu)要(yao)緊扣學(xue)(xue)科核心知識點。例(li)如(ru)(ru)(ru)，筆者設(she)計了一(yi)個會(hui)唱歌跳(tiao)舞(wu)的(de)智能(neng)分類(lei)垃(la)圾桶，告(gao)訴學(xue)(xue)生(sheng)這(zhe)是利用(yong)(yong)超聲(sheng)波(bo)傳感器(qi)的(de)原理(li)(li)來識別各類(lei)垃(la)圾。這(zhe)些(xie)知識與社會(hui)生(sheng)活緊密相關(guan)，讓學(xue)(xue)生(sheng)興致盎然地投(tou)入學(xue)(xue)習之中(zhong)。

二、項目分組(zu)合(he)作探究(jiu)

在(zai)項(xiang)(xiang)目(mu)(mu)式教學(xue)(xue)(xue)(xue)中(zhong)，項(xiang)(xiang)目(mu)(mu)的(de)(de)(de)(de)選取(qu)十分重(zhong)要(yao)，需要(yao)教師了解學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)生(sheng)活經(jing)驗(yan)，依(yi)據學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)身心(xin)特(te)點和(he)興趣(qu)愛好(hao)設計(ji)(ji)合適的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)項(xiang)(xiang)目(mu)(mu)。例(li)如(ru)，筆者在(zai)“敲編鐘的(de)(de)(de)(de)機器人”項(xiang)(xiang)目(mu)(mu)中(zhong)，首(shou)先讓學(xue)(xue)(xue)(xue)生(sheng)對該項(xiang)(xiang)目(mu)(mu)進行評估，然后根(gen)據要(yao)求撰寫項(xiang)(xiang)目(mu)(mu)實施計(ji)(ji)劃(hua)，最(zui)后確(que)定項(xiang)(xiang)目(mu)(mu)。項(xiang)(xiang)目(mu)(mu)確(que)定后，需要(yao)有(you)(you)(you)計(ji)(ji)劃(hua)地實施，才能確(que)保項(xiang)(xiang)目(mu)(mu)目(mu)(mu)標的(de)(de)(de)(de)實現。項(xiang)(xiang)目(mu)(mu)學(xue)(xue)(xue)(xue)習(xi)(xi)計(ji)(ji)劃(hua)的(de)(de)(de)(de)制定主要(yao)包括學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)內容、學(xue)(xue)(xue)(xue)習(xi)(xi)進度和(he)過(guo)(guo)程管理。我根(gen)據學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)特(te)長進行了分組(zu)。分組(zu)合作(zuo)(zuo)學(xue)(xue)(xue)(xue)習(xi)(xi)可以(yi)使(shi)每(mei)個(ge)學(xue)(xue)(xue)(xue)生(sheng)各顯(xian)其(qi)長，有(you)(you)(you)助于他(ta)們在(zai)小組(zu)學(xue)(xue)(xue)(xue)習(xi)(xi)中(zhong)贏得同伴的(de)(de)(de)(de)尊重(zhong)，提(ti)高人際交往能力(li)。學(xue)(xue)(xue)(xue)生(sheng)通過(guo)(guo)分組(zu)合作(zuo)(zuo)學(xue)(xue)(xue)(xue)習(xi)(xi)、調查研究、動手操作(zuo)(zuo)、表達和(he)交流等探究活動，有(you)(you)(you)效提(ti)升(sheng)設計(ji)(ji)、合作(zuo)(zuo)、思考解決問(wen)題的(de)(de)(de)(de)能力(li)。

三、成(cheng)果交流及活動評價

摘(zhai)要:對(dui)民辦(ban)高校的(de)人(ren)(ren)(ren)工智能(neng)(neng)通(tong)識課(ke)程(cheng)(cheng)教(jiao)(jiao)學(xue)(xue)內容進行探討。針對(dui)民辦(ban)高校人(ren)(ren)(ren)工智能(neng)(neng)通(tong)識課(ke)程(cheng)(cheng)教(jiao)(jiao)學(xue)(xue)內容和教(jiao)(jiao)學(xue)(xue)方法的(de)選擇問題，從行業需(xu)求的(de)迫(po)切性(xing)、技術體(ti)系的(de)完整(zheng)性(xing)、教(jiao)(jiao)育(yu)對(dui)象的(de)差異(yi)性(xing)等方面分(fen)析了人(ren)(ren)(ren)工智能(neng)(neng)通(tong)識課(ke)程(cheng)(cheng)的(de)人(ren)(ren)(ren)才培養需(xu)求，提(ti)出向非計(ji)算機專(zhuan)業學(xue)(xue)生開設具有一定(ding)專(zhuan)業性(xing)的(de)人(ren)(ren)(ren)工智能(neng)(neng)課(ke)程(cheng)(cheng)，并總結了課(ke)程(cheng)(cheng)的(de)教(jiao)(jiao)學(xue)(xue)方法和實踐經驗，提(ti)升(sheng)了人(ren)(ren)(ren)才培養質量。

關鍵詞(ci):民辦高校(xiao);人工智(zhi)能;通識課程

教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)有(you)多種(zhong)(zhong)形(xing)式(shi)，而通識(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)就(jiu)(jiu)是(shi)其(qi)中(zhong)的(de)(de)(de)(de)(de)(de)(de)一(yi)(yi)種(zhong)(zhong)［1］。這(zhe)(zhe)一(yi)(yi)類教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)旨在(zai)(zai)(zai)培(pei)(pei)養(yang)(yang)多元社(she)會(hui)中(zhong)不同需(xu)求下的(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，為(wei)(wei)那(nei)些受教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)群提(ti)供各個(ge)層面的(de)(de)(de)(de)(de)(de)(de)知識(shi)和(he)價(jia)(jia)(jia)值觀。這(zhe)(zhe)一(yi)(yi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)模(mo)式(shi)在(zai)(zai)(zai)之前(qian)并沒(mei)有(you)被熱(re)衷(zhong)討論，直到19世紀美國博(bo)德學(xue)(xue)(xue)(xue)(xue)院的(de)(de)(de)(de)(de)(de)(de)帕卡德教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)授［2］首次(ci)將(jiang)其(qi)與大(da)學(xue)(xue)(xue)(xue)(xue)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)進行一(yi)(yi)定的(de)(de)(de)(de)(de)(de)(de)聯系(xi)(xi)才被研(yan)究，通過這(zhe)(zhe)次(ci)研(yan)究成(cheng)(cheng)果將(jiang)其(qi)定義(yi)為(wei)(wei)通識(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)。這(zhe)(zhe)一(yi)(yi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)最重(zhong)要職(zhi)能(neng)就(jiu)(jiu)是(shi)希望通過這(zhe)(zhe)一(yi)(yi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)克服只針(zhen)對(dui)專業(ye)方(fang)向(xiang)的(de)(de)(de)(de)(de)(de)(de)狹隘性(xing)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，凝聚成(cheng)(cheng)社(she)會(hui)共識(shi)，形(xing)成(cheng)(cheng)新的(de)(de)(de)(de)(de)(de)(de)價(jia)(jia)(jia)值觀教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，便于表達交(jiao)(jiao)流，成(cheng)(cheng)為(wei)(wei)人(ren)(ren)(ren)們終身學(xue)(xue)(xue)(xue)(xue)習［3］，豐富(fu)人(ren)(ren)(ren)生的(de)(de)(de)(de)(de)(de)(de)重(zhong)要途徑，這(zhe)(zhe)些方(fang)面的(de)(de)(de)(de)(de)(de)(de)需(xu)求是(shi)其(qi)他教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)所(suo)不能(neng)或者(zhe)較(jiao)難實(shi)現的(de)(de)(de)(de)(de)(de)(de)愿(yuan)景。中(zhong)學(xue)(xue)(xue)(xue)(xue)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)與大(da)學(xue)(xue)(xue)(xue)(xue)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)存在(zai)(zai)(zai)較(jiao)大(da)不同，與大(da)學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)通識(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)進行對(dui)比研(yan)究，前(qian)者(zhe)更加側重(zhong)于教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)廣(guang)度和(he)深(shen)度，后者(zhe)則是(shi)對(dui)于知識(shi)進行定位(wei)解惑(huo)的(de)(de)(de)(de)(de)(de)(de)過程性(xing)學(xue)(xue)(xue)(xue)(xue)習，對(dui)比中(zhong)學(xue)(xue)(xue)(xue)(xue)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)是(shi)一(yi)(yi)種(zhong)(zhong)“三(san)位(wei)一(yi)(yi)體”的(de)(de)(de)(de)(de)(de)(de)全面培(pei)(pei)養(yang)(yang)體系(xi)(xi)［4］，即能(neng)力養(yang)(yang)成(cheng)(cheng)、核心(xin)知識(shi)學(xue)(xue)(xue)(xue)(xue)習、價(jia)(jia)(jia)值觀形(xing)成(cheng)(cheng)這(zhe)(zhe)一(yi)(yi)過程。交(jiao)(jiao)叉性(xing)的(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)科(ke)展示(shi)是(shi)人(ren)(ren)(ren)工(gong)智能(neng)的(de)(de)(de)(de)(de)(de)(de)特征，也在(zai)(zai)(zai)一(yi)(yi)定意義(yi)上促(cu)進了多重(zhong)學(xue)(xue)(xue)(xue)(xue)科(ke)的(de)(de)(de)(de)(de)(de)(de)互動，進而重(zhong)塑了人(ren)(ren)(ren)才培(pei)(pei)養(yang)(yang)的(de)(de)(de)(de)(de)(de)(de)通識(shi)課程。就(jiu)(jiu)人(ren)(ren)(ren)工(gong)智能(neng)的(de)(de)(de)(de)(de)(de)(de)特性(xing)來說，這(zhe)(zhe)一(yi)(yi)技術(shu)(shu)具有(you)交(jiao)(jiao)叉性(xing)、遷移性(xing)和(he)普適性(xing)。教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)部(bu)在(zai)(zai)(zai)2018年(nian)4月，曾就(jiu)(jiu)該方(fang)向(xiang)的(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)科(ke)建設(she)頒(ban)布(bu)《高等(deng)學(xue)(xue)(xue)(xue)(xue)校人(ren)(ren)(ren)工(gong)智能(neng)創新行動計劃》［5］，對(dui)培(pei)(pei)養(yang)(yang)模(mo)式(shi)提(ti)出了探(tan)索性(xing)的(de)(de)(de)(de)(de)(de)(de)想法———“人(ren)(ren)(ren)工(gong)智能(neng)+X”，這(zhe)(zhe)一(yi)(yi)技術(shu)(shu)對(dui)于未(wei)來具有(you)極其(qi)重(zhong)要的(de)(de)(de)(de)(de)(de)(de)意義(yi)，可以(yi)將(jiang)這(zhe)(zhe)一(yi)(yi)課程下放到計算機基(ji)礎教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)內(nei)容中(zhong)開(kai)設(she)。在(zai)(zai)(zai)大(da)學(xue)(xue)(xue)(xue)(xue)開(kai)設(she)的(de)(de)(de)(de)(de)(de)(de)各類通識(shi)課中(zhong)，會(hui)面臨很(hen)多的(de)(de)(de)(de)(de)(de)(de)課程實(shi)踐問(wen)題，如師(shi)資教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)、培(pei)(pei)養(yang)(yang)能(neng)力與標(biao)準(zhun)、課程實(shi)踐等(deng)，尤其(qi)民辦學(xue)(xue)(xue)(xue)(xue)院開(kai)設(she)這(zhe)(zhe)類課程時，對(dui)于課程體系(xi)(xi)和(he)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)困擾會(hui)更加凸顯(xian)［6］。

1人(ren)工(gong)智能通(tong)識人(ren)才培養的需求(qiu)分析

復合(he)型人(ren)才(cai)(cai)在(zai)當今社(she)會(hui)(hui)被(bei)多方所需(xu)要，應(ying)(ying)認真探索分析人(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)能(neng)這(zhe)一(yi)(yi)(yi)新(xin)(xin)(xin)(xin)型知(zhi)(zhi)(zhi)識(shi)(shi)的(de)(de)(de)(de)(de)(de)技術體系，有針對(dui)性(xing)地(di)建(jian)(jian)(jian)立(li)人(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)能(neng)人(ren)才(cai)(cai)培(pei)(pei)養(yang)目標，為后期(qi)課(ke)(ke)程(cheng)內容建(jian)(jian)(jian)設提供指導。在(zai)《高(gao)等學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校人(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)能(neng)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)行(xing)(xing)動計(ji)劃》［7］中，教(jiao)(jiao)育(yu)(yu)部明確(que)指出應(ying)(ying)盡快實(shi)(shi)現(xian)具體培(pei)(pei)養(yang)計(ji)劃的(de)(de)(de)(de)(de)(de)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)模式，相關(guan)人(ren)才(cai)(cai)的(de)(de)(de)(de)(de)(de)引進和(he)(he)培(pei)(pei)養(yang)，人(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)能(neng)在(zai)教(jiao)(jiao)育(yu)(yu)領域的(de)(de)(de)(de)(de)(de)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)應(ying)(ying)用(yong)，構(gou)建(jian)(jian)(jian)個(ge)性(xing)化(hua)、有序化(hua)、智(zhi)(zhi)(zhi)能(neng)化(hua)、終(zhong)身化(hua)的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)育(yu)(yu)體系，實(shi)(shi)現(xian)實(shi)(shi)際教(jiao)(jiao)育(yu)(yu)工(gong)(gong)(gong)作(zuo)(zuo)(zuo)中的(de)(de)(de)(de)(de)(de)方法創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)和(he)(he)改革實(shi)(shi)施，滿足教(jiao)(jiao)育(yu)(yu)中治理(li)能(neng)力的(de)(de)(de)(de)(de)(de)新(xin)(xin)(xin)(xin)要求(qiu)(qiu)(qiu)。在(zai)實(shi)(shi)際授課(ke)(ke)中，還應(ying)(ying)關(guan)注學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)興趣和(he)(he)社(she)會(hui)(hui)需(xu)求(qiu)(qiu)(qiu)，融合(he)各個(ge)交叉學(xue)(xue)(xue)(xue)(xue)(xue)(xue)科的(de)(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)識(shi)(shi)互嵌，如物理(li)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)、生(sheng)(sheng)物學(xue)(xue)(xue)(xue)(xue)(xue)(xue)、社(she)會(hui)(hui)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)、數學(xue)(xue)(xue)(xue)(xue)(xue)(xue)、統計(ji)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)、法學(xue)(xue)(xue)(xue)(xue)(xue)(xue)、心理(li)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)等專(zhuan)(zhuan)業(ye)性(xing)知(zhi)(zhi)(zhi)識(shi)(shi)結構(gou)，結合(he)人(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)能(neng)知(zhi)(zhi)(zhi)識(shi)(shi)的(de)(de)(de)(de)(de)(de)普(pu)適(shi)性(xing)和(he)(he)技術的(de)(de)(de)(de)(de)(de)智(zhi)(zhi)(zhi)能(neng)性(xing)［8］，創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)制定“人(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)能(neng)+X”的(de)(de)(de)(de)(de)(de)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)培(pei)(pei)養(yang)方案。人(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)能(neng)得到(dao)廣泛運用(yong)將(jiang)會(hui)(hui)成(cheng)為整個(ge)社(she)會(hui)(hui)的(de)(de)(de)(de)(de)(de)必然趨勢，這(zhe)項技術被(bei)較好(hao)使用(yong)后，一(yi)(yi)(yi)些崗位(wei)(wei)的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)作(zuo)(zuo)(zuo)將(jiang)會(hui)(hui)由(you)機器(qi)人(ren)完成(cheng)，進而會(hui)(hui)創(chuang)(chuang)(chuang)造出一(yi)(yi)(yi)些新(xin)(xin)(xin)(xin)的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)作(zuo)(zuo)(zuo)崗位(wei)(wei)來(lai)適(shi)應(ying)(ying)新(xin)(xin)(xin)(xin)的(de)(de)(de)(de)(de)(de)社(she)會(hui)(hui)需(xu)求(qiu)(qiu)(qiu)［9］。我(wo)國高(gao)校以往的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)育(yu)(yu)中將(jiang)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)的(de)(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)識(shi)(shi)限定在(zai)一(yi)(yi)(yi)個(ge)范圍內，不利于(yu)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)，阻礙(ai)了(le)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)接受新(xin)(xin)(xin)(xin)知(zhi)(zhi)(zhi)識(shi)(shi)。應(ying)(ying)加強通(tong)識(shi)(shi)教(jiao)(jiao)育(yu)(yu)在(zai)我(wo)國的(de)(de)(de)(de)(de)(de)推行(xing)(xing)，以更(geng)好(hao)地(di)適(shi)應(ying)(ying)社(she)會(hui)(hui)的(de)(de)(de)(de)(de)(de)需(xu)求(qiu)(qiu)(qiu)和(he)(he)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)型人(ren)才(cai)(cai)培(pei)(pei)養(yang)的(de)(de)(de)(de)(de)(de)要求(qiu)(qiu)(qiu)［10］。通(tong)識(shi)(shi)教(jiao)(jiao)育(yu)(yu)首先是(shi)(shi)價值塑(su)造，涉(she)及(ji)(ji)公平(ping)(ping)正(zheng)義、民主法制、自由(you)平(ping)(ping)等等公民意識(shi)(shi)，養(yang)成(cheng)誠實(shi)(shi)正(zheng)直的(de)(de)(de)(de)(de)(de)品格(ge)，建(jian)(jian)(jian)立(li)遠大的(de)(de)(de)(de)(de)(de)目標等。其(qi)(qi)次是(shi)(shi)能(neng)力培(pei)(pei)養(yang)。不論(lun)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)什(shen)么(me)專(zhuan)(zhuan)業(ye)，將(jiang)會(hui)(hui)從事(shi)什(shen)么(me)工(gong)(gong)(gong)作(zuo)(zuo)(zuo)，若要做好(hao)工(gong)(gong)(gong)作(zuo)(zuo)(zuo)都(dou)離不開堅(jian)韌、想象力、批判(pan)思(si)維以及(ji)(ji)勤奮這(zhe)些優良(liang)的(de)(de)(de)(de)(de)(de)品質，而這(zhe)些也正(zheng)是(shi)(shi)現(xian)代學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)在(zai)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)過程(cheng)中需(xu)要培(pei)(pei)養(yang)形(xing)成(cheng)的(de)(de)(de)(de)(de)(de)。當前(qian)計(ji)算(suan)(suan)機技術已(yi)經不僅(jin)僅(jin)是(shi)(shi)高(gao)校的(de)(de)(de)(de)(de)(de)一(yi)(yi)(yi)門專(zhuan)(zhuan)業(ye)課(ke)(ke)程(cheng)，更(geng)多的(de)(de)(de)(de)(de)(de)是(shi)(shi)一(yi)(yi)(yi)種(zhong)解決問題的(de)(de)(de)(de)(de)(de)技術工(gong)(gong)(gong)具，由(you)此(ci)形(xing)成(cheng)的(de)(de)(de)(de)(de)(de)計(ji)算(suan)(suan)機思(si)維也是(shi)(shi)人(ren)們(men)解決問題的(de)(de)(de)(de)(de)(de)重要方式之(zhi)一(yi)(yi)(yi)。因(yin)此(ci)，人(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)能(neng)對(dui)于(yu)現(xian)代社(she)會(hui)(hui)而言具有極其(qi)(qi)重要的(de)(de)(de)(de)(de)(de)地(di)位(wei)(wei)，必須將(jiang)其(qi)(qi)置于(yu)通(tong)識(shi)(shi)教(jiao)(jiao)育(yu)(yu)中學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)［11］。

2人(ren)工智能通識課程建設(she)探索

摘要：人工智(zhi)能(neng)(neng)與教育(yu)的(de)融合(he)創新，必(bi)然加速教育(yu)現代(dai)化發展(zhan)(zhan)進程。慕課的(de)蓬勃(bo)發展(zhan)(zhan)、自適應技(ji)術(shu)以及大(da)數據(ju)的(de)運用，為解決大(da)學(xue)(xue)英(ying)語教學(xue)(xue)改革幾(ji)十年來的(de)棘(ji)手問題提供了(le)可能(neng)(neng)。挑戰與機遇(yu)并存(cun)，人工智(zhi)能(neng)(neng)技(ji)術(shu)將倒逼大(da)學(xue)(xue)英(ying)語朝著教學(xue)(xue)目(mu)標高階化、課程體(ti)系后現代(dai)化、課堂教學(xue)(xue)智(zhi)慧化和教師(shi)角色精細化方(fang)向發展(zhan)(zhan)。

關鍵詞：人工智能；大學(xue)英語教(jiao)學(xue)；后現(xian)代(dai)課程(cheng)觀(guan)

一、引言

人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)與(yu)各領(ling)(ling)域的(de)(de)(de)深度融合和創(chuang)新，正在(zai)顛覆我(wo)們的(de)(de)(de)生(sheng)活，改(gai)變(bian)(bian)世界的(de)(de)(de)面(mian)貌[1]。世界各大經濟強國為(wei)搶占(zhan)(zhan)人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)技(ji)(ji)術(shu)發(fa)展制高(gao)點(dian)，爭先(xian)研(yan)制了各種(zhong)人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)發(fa)展戰略和行(xing)(xing)動(dong)(dong)方(fang)案(an)，試圖(tu)占(zhan)(zhan)住未來科(ke)技(ji)(ji)發(fa)展先(xian)機。我(wo)國在(zai)繼2016年(nian)(nian)5月(yue)發(fa)改(gai)委和科(ke)技(ji)(ji)部聯合推(tui)出《“互聯網+”人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)三年(nian)(nian)行(xing)(xing)動(dong)(dong)實施方(fang)案(an)》后，次年(nian)(nian)7月(yue)國務院印發(fa)《新一代人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)發(fa)展規(gui)劃(hua)》（以下簡稱《規(gui)劃(hua)》）[2]，全面(mian)部署了我(wo)國人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)發(fa)展戰略。2017年(nian)(nian)9月(yue)，教(jiao)(jiao)育(yu)(yu)(yu)部長陳寶生(sheng)提(ti)(ti)出“課(ke)堂(tang)革命(ming)”的(de)(de)(de)信息(xi)化時代教(jiao)(jiao)育(yu)(yu)(yu)改(gai)革新命(ming)題，人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)驅動(dong)(dong)和賦能(neng)(neng)(neng)的(de)(de)(de)課(ke)堂(tang)革命(ming)序幕從此拉(la)開。2018年(nian)(nian)4月(yue)，教(jiao)(jiao)育(yu)(yu)(yu)部了《高(gao)等學(xue)校(xiao)人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)創(chuang)新行(xing)(xing)動(dong)(dong)計劃(hua)》，明確了高(gao)校(xiao)在(zai)培養創(chuang)新人(ren)才(cai)及科(ke)技(ji)(ji)創(chuang)新等領(ling)(ling)域的(de)(de)(de)目(mu)標和任(ren)務。人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)與(yu)教(jiao)(jiao)育(yu)(yu)(yu)進入了融合創(chuang)新階(jie)段，正在(zai)迅(xun)猛(meng)地顛覆人(ren)類(lei)幾千年(nian)(nian)沉淀的(de)(de)(de)教(jiao)(jiao)育(yu)(yu)(yu)理念和方(fang)式(shi)，重構教(jiao)(jiao)育(yu)(yu)(yu)生(sheng)態。智(zhi)(zhi)能(neng)(neng)(neng)語(yu)(yu)(yu)音技(ji)(ji)術(shu)、英(ying)語(yu)(yu)(yu)語(yu)(yu)(yu)言測(ce)評系統、語(yu)(yu)(yu)言翻(fan)譯、智(zhi)(zhi)能(neng)(neng)(neng)口(kou)語(yu)(yu)(yu)陪(pei)練等技(ji)(ji)術(shu)，以及自適應系統、個性化學(xue)習(xi)中(zhong)心和智(zhi)(zhi)能(neng)(neng)(neng)導師(shi)系統等廣(guang)泛(fan)應用于大學(xue)英(ying)語(yu)(yu)(yu)教(jiao)(jiao)學(xue)領(ling)(ling)域，為(wei)大學(xue)英(ying)語(yu)(yu)(yu)教(jiao)(jiao)學(xue)帶來了前所未有的(de)(de)(de)機遇，為(wei)破解(jie)大學(xue)英(ying)語(yu)(yu)(yu)教(jiao)(jiao)學(xue)領(ling)(ling)域幾十年(nian)(nian)來教(jiao)(jiao)學(xue)資(zi)源不(bu)足(zu)、“因(yin)材施教(jiao)(jiao)”難(nan)以踐(jian)行(xing)(xing)、課(ke)程評估不(bu)科(ke)學(xue)等難(nan)題提(ti)(ti)供解(jie)決方(fang)案(an)。顯而(er)易見，傳統的(de)(de)(de)教(jiao)(jiao)學(xue)目(mu)標、課(ke)程體(ti)系及教(jiao)(jiao)學(xue)模式(shi)、教(jiao)(jiao)師(shi)的(de)(de)(de)專業知(zhi)識不(bu)足(zu)以應對(dui)新一代人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)技(ji)(ji)術(shu)的(de)(de)(de)需求，我(wo)們必(bi)須積極(ji)求變(bian)(bian)，尋找人(ren)工智(zhi)(zhi)能(neng)(neng)(neng)與(yu)大學(xue)英(ying)語(yu)(yu)(yu)教(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)契合點(dian)，方(fang)能(neng)(neng)(neng)在(zai)這場革命(ming)浪(lang)潮(chao)中(zhong)幸存。

二(er)、人工智能2.0和教育

人工智能被認為是迄今為止最具有顛覆性的(de)技術(shu)[3]，它正在加速(su)落地(di)，深刻地(di)改(gai)變世界和人類生產(chan)、生活方(fang)式[1]。人工智能自(zi)誕生之日起就與教育休(xiu)戚相關(guan)，對教育的(de)變革也將是徹(che)底的(de)、全方(fang)位的(de)。因此(ci)，我們必須充(chong)分認識它，方(fang)能抓(zhua)住人工智能技術(shu)給教育帶來的(de)機遇，方(fang)能乘(cheng)風破浪應對挑戰。

摘要(yao):人(ren)(ren)工(gong)智能是(shi)計算(suan)機學(xue)(xue)科的(de)(de)(de)(de)(de)一項重(zhong)要(yao)分(fen)支，目的(de)(de)(de)(de)(de)在于研究、模擬并應用(yong)人(ren)(ren)的(de)(de)(de)(de)(de)思維、學(xue)(xue)習、知(zhi)識儲存過程。隨(sui)著互(hu)聯網及大數據的(de)(de)(de)(de)(de)不斷發展，人(ren)(ren)工(gong)智能在當今時(shi)代(dai)起到更為(wei)重(zhong)要(yao)的(de)(de)(de)(de)(de)作(zuo)用(yong)。衛生化學(xue)(xue)是(shi)預防(fang)醫學(xue)(xue)專(zhuan)業(ye)必修的(de)(de)(de)(de)(de)專(zhuan)業(ye)基礎(chu)課。文章基于人(ren)(ren)工(gong)智能的(de)(de)(de)(de)(de)發展，從理論(lun)教(jiao)學(xue)(xue)、實(shi)驗教(jiao)學(xue)(xue)、教(jiao)學(xue)(xue)評價、教(jiao)學(xue)(xue)反(fan)思四個方(fang)面(mian)對衛生化學(xue)(xue)進行學(xue)(xue)習方(fang)式(shi)及教(jiao)學(xue)(xue)方(fang)式(shi)的(de)(de)(de)(de)(de)改革，培養全(quan)方(fang)位、高層次(ci)的(de)(de)(de)(de)(de)公共(gong)衛生人(ren)(ren)才。

關(guan)鍵詞:衛生(sheng)化學(xue);人工(gong)智(zhi)能;教(jiao)學(xue)改革(ge)

21世(shi)紀以(yi)來，全(quan)(quan)世(shi)界開始進入信(xin)息(xi)化(hua)與大數(shu)(shu)據(ju)時代(dai)(dai)(dai)，人(ren)(ren)工(gong)智(zhi)能(neng)在醫療、計算機科(ke)(ke)學(xue)(xue)(xue)、金融貿易、通(tong)訊、法(fa)律、游戲及(ji)周邊產品開發等諸多方(fang)(fang)面應(ying)用(yong)廣泛［1－3］。由(you)于教(jiao)(jiao)(jiao)(jiao)育本(ben)身(shen)的(de)(de)(de)獨特(te)性(xing)，人(ren)(ren)工(gong)智(zhi)能(neng)在教(jiao)(jiao)(jiao)(jiao)育中的(de)(de)(de)應(ying)用(yong)尚處于起步階段。然而(er)課(ke)程改(gai)革(ge)必須要(yao)(yao)適應(ying)時代(dai)(dai)(dai)潮(chao)流，將先進的(de)(de)(de)信(xin)息(xi)技(ji)(ji)術與教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)緊密結合(he)，進而(er)培(pei)養(yang)時代(dai)(dai)(dai)所需(xu)的(de)(de)(de)高(gao)(gao)科(ke)(ke)技(ji)(ji)全(quan)(quan)方(fang)(fang)位(wei)人(ren)(ren)才(cai)(cai)。應(ying)急型(xing)(xing)(xing)公(gong)共衛(wei)(wei)生(sheng)(sheng)(sheng)人(ren)(ren)才(cai)(cai)極度缺乏，因此加快培(pei)養(yang)高(gao)(gao)水平(ping)應(ying)急型(xing)(xing)(xing)公(gong)共衛(wei)(wei)生(sheng)(sheng)(sheng)人(ren)(ren)才(cai)(cai)十(shi)(shi)分(fen)必要(yao)(yao)。衛(wei)(wei)生(sheng)(sheng)(sheng)化(hua)學(xue)(xue)(xue)是預防(fang)(fang)醫學(xue)(xue)(xue)專業學(xue)(xue)(xue)生(sheng)(sheng)(sheng)必修(xiu)的(de)(de)(de)專業基礎課(ke)，主要(yao)(yao)教(jiao)(jiao)(jiao)(jiao)授分(fen)析化(hua)學(xue)(xue)(xue)相關知識與實驗技(ji)(ji)能(neng)。時代(dai)(dai)(dai)在不斷(duan)變(bian)化(hua)，預防(fang)(fang)醫學(xue)(xue)(xue)要(yao)(yao)求(qiu)不斷(duan)更(geng)新(xin)(xin)研究手段及(ji)新(xin)(xin)興技(ji)(ji)術，為及(ji)時迅速的(de)(de)(de)發現、控制和預防(fang)(fang)疾病流行提供(gong)科(ke)(ke)學(xue)(xue)(xue)可靠的(de)(de)(de)數(shu)(shu)據(ju)、信(xin)息(xi)和方(fang)(fang)法(fa)。因此，衛(wei)(wei)生(sheng)(sheng)(sheng)化(hua)學(xue)(xue)(xue)課(ke)程的(de)(de)(de)不斷(duan)更(geng)新(xin)(xin)發展是十(shi)(shi)分(fen)必要(yao)(yao)的(de)(de)(de)。人(ren)(ren)工(gong)智(zhi)能(neng)時代(dai)(dai)(dai)的(de)(de)(de)到來，衛(wei)(wei)生(sheng)(sheng)(sheng)化(hua)學(xue)(xue)(xue)課(ke)程隨之(zhi)變(bian)革(ge)，這樣方(fang)(fang)能(neng)培(pei)養(yang)時代(dai)(dai)(dai)所需(xu)的(de)(de)(de)人(ren)(ren)才(cai)(cai)。本(ben)文基于當今(jin)人(ren)(ren)工(gong)智(zhi)能(neng)的(de)(de)(de)發展趨勢，從理(li)論教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)、實驗教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)、教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)評(ping)價、教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)反思四個方(fang)(fang)面對衛(wei)(wei)生(sheng)(sheng)(sheng)化(hua)學(xue)(xue)(xue)課(ke)程進行改(gai)革(ge)，順應(ying)時代(dai)(dai)(dai)變(bian)革(ge)，改(gai)變(bian)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)學(xue)(xue)(xue)習方(fang)(fang)式及(ji)教(jiao)(jiao)(jiao)(jiao)師(shi)的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)方(fang)(fang)法(fa)，培(pei)養(yang)應(ying)急型(xing)(xing)(xing)、全(quan)(quan)方(fang)(fang)位(wei)、高(gao)(gao)層次的(de)(de)(de)公(gong)共衛(wei)(wei)生(sheng)(sheng)(sheng)人(ren)(ren)才(cai)(cai)，助力“互聯網+”全(quan)(quan)民預防(fang)(fang)新(xin)(xin)時代(dai)(dai)(dai)的(de)(de)(de)到來。

1理論教學

1．1教學資料

在(zai)新(xin)時(shi)代(dai)科技(ji)(ji)迅速(su)發展的(de)(de)(de)(de)(de)背景之下，預防(fang)醫(yi)學(xue)(xue)專(zhuan)業學(xue)(xue)生(sheng)不再要求只學(xue)(xue)習理論知(zhi)(zhi)識(shi)(shi)，還要求掌(zhang)握新(xin)興(xing)科學(xue)(xue)技(ji)(ji)術(shu)(shu)與高(gao)科技(ji)(ji)信(xin)息。為推進(jin)現代(dai)化高(gao)科技(ji)(ji)復合型(xing)人(ren)(ren)(ren)才的(de)(de)(de)(de)(de)培(pei)養(yang)進(jin)程，教(jiao)(jiao)師(shi)必須在(zai)衛(wei)生(sheng)化學(xue)(xue)教(jiao)(jiao)材(cai)(cai)(cai)中增添(tian)人(ren)(ren)(ren)工(gong)(gong)智能(neng)(neng)相(xiang)關知(zhi)(zhi)識(shi)(shi)，如(ru)在(zai)分(fen)(fen)析數據(ju)處(chu)(chu)理與分(fen)(fen)析工(gong)(gong)作質(zhi)量保證章節中加(jia)(jia)入人(ren)(ren)(ren)工(gong)(gong)智能(neng)(neng)知(zhi)(zhi)識(shi)(shi)。當今時(shi)代(dai)人(ren)(ren)(ren)工(gong)(gong)智能(neng)(neng)主(zhu)要包(bao)括圖像識(shi)(shi)別、語言識(shi)(shi)別等(deng)新(xin)型(xing)科學(xue)(xue)技(ji)(ji)術(shu)(shu)。該技(ji)(ji)術(shu)(shu)可(ke)(ke)更高(gao)效、智能(neng)(neng)地進(jin)行樣(yang)品及數據(ju)處(chu)(chu)理工(gong)(gong)作，將該方(fang)面內(nei)容(rong)加(jia)(jia)入教(jiao)(jiao)材(cai)(cai)(cai)中，既(ji)可(ke)(ke)填(tian)補衛(wei)生(sheng)化學(xue)(xue)教(jiao)(jiao)材(cai)(cai)(cai)中人(ren)(ren)(ren)工(gong)(gong)智能(neng)(neng)方(fang)面的(de)(de)(de)(de)(de)空白，也為課程改革(ge)中教(jiao)(jiao)材(cai)(cai)(cai)改革(ge)邁出重要一步。教(jiao)(jiao)師(shi)將其他課外教(jiao)(jiao)學(xue)(xue)材(cai)(cai)(cai)料加(jia)(jia)入人(ren)(ren)(ren)工(gong)(gong)智能(neng)(neng)技(ji)(ji)術(shu)(shu)，如(ru)微信(xin)小程序和在(zai)線輔導平(ping)臺，利用(yong)人(ren)(ren)(ren)工(gong)(gong)智能(neng)(neng)技(ji)(ji)術(shu)(shu)檢測教(jiao)(jiao)學(xue)(xue)材(cai)(cai)(cai)料的(de)(de)(de)(de)(de)不足并實時(shi)檢測學(xue)(xue)生(sheng)掌(zhang)握情況，精確掌(zhang)握學(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)學(xue)(xue)習與復習情況。比(bi)如(ru)ContentTech-nologies，Inc(以下簡稱CTI)是一家根據(ju)人(ren)(ren)(ren)工(gong)(gong)智能(neng)(neng)技(ji)(ji)術(shu)(shu)開發定制教(jiao)(jiao)科書的(de)(de)(de)(de)(de)公司，可(ke)(ke)根據(ju)教(jiao)(jiao)案及教(jiao)(jiao)學(xue)(xue)大綱的(de)(de)(de)(de)(de)內(nei)容(rong)，發現更加(jia)(jia)適(shi)合教(jiao)(jiao)學(xue)(xue)的(de)(de)(de)(de)(de)教(jiao)(jiao)科書及教(jiao)(jiao)學(xue)(xue)材(cai)(cai)(cai)料。CTI根據(ju)這項技(ji)(ji)術(shu)(shu)為多個中、高(gao)等(deng)教(jiao)(jiao)育機構提(ti)供教(jiao)(jiao)學(xue)(xue)材(cai)(cai)(cai)料。同(tong)時(shi)，為彌補預防(fang)醫(yi)學(xue)(xue)學(xue)(xue)生(sheng)應急(ji)知(zhi)(zhi)識(shi)(shi)及能(neng)(neng)力(li)的(de)(de)(de)(de)(de)缺(que)乏，課外知(zhi)(zhi)識(shi)(shi)平(ping)臺精準設置應急(ji)處(chu)(chu)理知(zhi)(zhi)識(shi)(shi)課程，使學(xue)(xue)生(sheng)在(zai)課外智能(neng)(neng)平(ping)臺學(xue)(xue)習知(zhi)(zhi)識(shi)(shi)，增強專(zhuan)業能(neng)(neng)力(li)與預防(fang)應急(ji)能(neng)(neng)力(li)，成為全(quan)方(fang)位、高(gao)層次的(de)(de)(de)(de)(de)公共衛(wei)生(sheng)人(ren)(ren)(ren)才。

摘(zhai)要：當今高職(zhi)(zhi)院校職(zhi)(zhi)業教(jiao)(jiao)育正處(chu)于(yu)重(zhong)心轉移(yi)的(de)時機，怎樣將“人(ren)工智能”新(xin)理(li)念融合到工科新(xin)專業的(de)進展中，成了全(quan)體高職(zhi)(zhi)院校尚待處(chu)理(li)的(de)問題。本文(wen)從人(ren)工智能在高職(zhi)(zhi)院校的(de)總體進展，串聯(lian)電子(zi)信息專業傳統課(ke)程(cheng)與(yu)人(ren)工智能有關課(ke)程(cheng)的(de)聯(lian)系，從“嵌(qian)入(ru)式(shi)(shi)人(ren)工智能”方向出發(fa)，以(yi)課(ke)程(cheng)部署(shu)、課(ke)程(cheng)內容等總結嵌(qian)入(ru)式(shi)(shi)人(ren)工智能方向的(de)特征(zheng)，討論嵌(qian)入(ru)式(shi)(shi)人(ren)工智能相關課(ke)程(cheng)教(jiao)(jiao)學方法。

關鍵詞：嵌入式；人(ren)工智能(neng)；電子(zi)信息；課程教(jiao)學方法

人(ren)(ren)(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)一般定義為(wei)(wei)通過計算(suan)機(ji)對人(ren)(ren)(ren)(ren)的(de)意識、思想(xiang)和行(xing)為(wei)(wei)進(jin)行(xing)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)模(mo)擬(ni)。目前，“人(ren)(ren)(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)”已成為(wei)(wei)各(ge)大(da)(da)媒體的(de)流行(xing)詞(ci)匯。人(ren)(ren)(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)正以(yi)疾雷不及掩耳的(de)速度，成為(wei)(wei)社(she)會的(de)焦點。中國(guo)政府(fu)一直在大(da)(da)力(li)推進(jin)人(ren)(ren)(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)產業發展。大(da)(da)批企業、行(xing)業、研(yan)究(jiu)機(ji)構進(jin)入人(ren)(ren)(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)領域。國(guo)內各(ge)大(da)(da)高等學府(fu)相繼成立人(ren)(ren)(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)學院，爭相開設人(ren)(ren)(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)專業、構建人(ren)(ren)(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)相關課程。

一、高職(zhi)人工智能課程進展及特點

人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)牽扯(che)到眾多學(xue)科，是(shi)多樣先(xian)進技(ji)(ji)(ji)術(shu)的(de)(de)綜合(he)體，在人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)學(xue)習的(de)(de)大環境下，軟硬件相(xiang)關(guan)知識儲備(bei)深厚的(de)(de)電子(zi)信息類專業人(ren)(ren)(ren)(ren)才(cai)(cai)已成為(wei)社(she)會(hui)上(shang)最為(wei)搶手的(de)(de)人(ren)(ren)(ren)(ren)才(cai)(cai)。當前在我國，開(kai)設(she)人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)專業的(de)(de)院(yuan)校(xiao)有(you)(you)20余所，像西安交通大學(xue)的(de)(de)“人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)與機(ji)器(qi)人(ren)(ren)(ren)(ren)研究所”、深圳職(zhi)業技(ji)(ji)(ji)術(shu)學(xue)院(yuan)的(de)(de)“基于GitHub開(kai)源項(xiang)目的(de)(de)自主學(xue)習輔導(dao)課(ke)程”在線(xian)教(jiao)(jiao)學(xue)資源等(deng)。人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)屬(shu)于計算(suan)機(ji)科學(xue)的(de)(de)一個重要環節，是(shi)多學(xue)科穿插(cha)的(de)(de)一門學(xue)科體系，內容(rong)涵蓋計算(suan)機(ji)領域(yu)的(de)(de)多個方面，有(you)(you)較強(qiang)的(de)(de)挑戰性與綜合(he)性。本(ben)科與研究生(sheng)過程中開(kai)設(she)人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)相(xiang)關(guan)課(ke)程重心是(shi)探究人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)發(fa)展(zhan)(zhan)的(de)(de)原理(li)與相(xiang)關(guan)技(ji)(ji)(ji)術(shu)，重點是(shi)研討性教(jiao)(jiao)學(xue)。而高職(zhi)教(jiao)(jiao)育(yu)更注重培(pei)(pei)育(yu)學(xue)生(sheng)的(de)(de)職(zhi)業技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)與相(xiang)關(guan)設(she)施(shi)的(de)(de)應(ying)用(yong)，重點培(pei)(pei)養具備(bei)實(shi)(shi)踐操(cao)作能(neng)(neng)(neng)(neng)(neng)力的(de)(de)技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)型(xing)、應(ying)用(yong)型(xing)人(ren)(ren)(ren)(ren)才(cai)(cai)。高職(zhi)教(jiao)(jiao)育(yu)要根據實(shi)(shi)踐性、應(ying)用(yong)性來設(she)置人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)相(xiang)關(guan)課(ke)程，不僅可以順應(ying)社(she)會(hui)與市場需求，還能(neng)(neng)(neng)(neng)(neng)為(wei)社(she)會(hui)培(pei)(pei)育(yu)更多掌握人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)發(fa)展(zhan)(zhan)動(dong)靜，掌握人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)有(you)(you)關(guan)操(cao)作、熟練技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)的(de)(de)應(ying)用(yong)型(xing)人(ren)(ren)(ren)(ren)才(cai)(cai)。此外(wai)，人(ren)(ren)(ren)(ren)工(gong)(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)(neng)課(ke)程的(de)(de)設(she)置還可以培(pei)(pei)育(yu)學(xue)生(sheng)的(de)(de)創新思維與創新才(cai)(cai)能(neng)(neng)(neng)(neng)(neng)，可以有(you)(you)效提升學(xue)生(sheng)刨析、處理(li)問題(ti)的(de)(de)本(ben)領。

二、高職人工智能課程開發面(mian)臨的(de)問題

當今時代，人工(gong)智能技(ji)術(shu)發展迅速，與此同時，它對全體(ti)社(she)會公(gong)民的素質又有了進一(yi)步的要求(qiu)，所(suo)以這就需要在小學階段(duan)培養(yang)(yang)學生的信息技(ji)術(shu)能力。筆者(zhe)通過(guo)對每(mei)個(ge)時期信息技(ji)術(shu)教育內容的解(jie)讀，分(fen)析每(mei)個(ge)時間(jian)段(duan)信息技(ji)術(shu)教育的培養(yang)(yang)重點(dian)，為今后(hou)信息技(ji)術(shu)的教育打下良好的基礎。

人工智能(neng)與信息技術(shu)教育

人(ren)(ren)工智(zhi)(zhi)能(neng)(neng)的(de)(de)(de)出現(xian)是(shi)人(ren)(ren)類發(fa)展史上的(de)(de)(de)一個(ge)重要(yao)(yao)的(de)(de)(de)轉折點(dian)。2016年國家發(fa)改委聯合科技部在共同制定(ding)并(bing)《“互(hu)聯網+”人(ren)(ren)工智(zhi)(zhi)能(neng)(neng)三年行動實施方(fang)案(an)》，將人(ren)(ren)工智(zhi)(zhi)能(neng)(neng)技術(shu)(shu)定(ding)位為國家實現(xian)信息(xi)技術(shu)(shu)強國的(de)(de)(de)重要(yao)(yao)推動力量(liang)。由(you)此可(ke)見，人(ren)(ren)工智(zhi)(zhi)能(neng)(neng)教(jiao)(jiao)育（AI教(jiao)(jiao)育）是(shi)當今人(ren)(ren)工智(zhi)(zhi)能(neng)(neng)時代(dai)最有發(fa)展潛力的(de)(de)(de)教(jiao)(jiao)育內容。所以(yi)，推進中小學(xue)(xue)校學(xue)(xue)生學(xue)(xue)習人(ren)(ren)工智(zhi)(zhi)能(neng)(neng)信息(xi)技術(shu)(shu)教(jiao)(jiao)育，使學(xue)(xue)生形(xing)成相應的(de)(de)(de)思維學(xue)(xue)習模式(shi)就是(shi)當今信息(xi)技術(shu)(shu)教(jiao)(jiao)育的(de)(de)(de)首要(yao)(yao)任務。信息(xi)技術(shu)(shu)教(jiao)(jiao)育的(de)(de)(de)培養目標、培養內容、培養方(fang)式(shi)與相應的(de)(de)(de)評(ping)價(jia)模式(shi)都應該順應人(ren)(ren)工智(zhi)(zhi)能(neng)(neng)技術(shu)(shu)發(fa)展的(de)(de)(de)需求進行改變(bian)。

小學信息技術(shu)教育課(ke)程(cheng)內容的演變

20世(shi)紀80年(nian)(nian)(nian)(nian)代初，國(guo)(guo)(guo)(guo)外學(xue)者提出(chu)“程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)序(xu)設(she)計(ji)(ji)(ji)(ji)是第二(er)文(wen)(wen)化”，以(yi)此為(wei)契機(ji)(ji)(ji)(ji)，國(guo)(guo)(guo)(guo)家(jia)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)開(kai)始(shi)(shi)進行(xing)(xing)計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)選修課(ke)實(shi)(shi)(shi)(shi)驗(yan)，我(wo)國(guo)(guo)(guo)(guo)中(zhong)(zhong)小(xiao)學(xue)計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)技(ji)(ji)術(shu)(shu)(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)開(kai)始(shi)(shi)出(chu)現(xian)。1994年(nian)(nian)(nian)(nian)國(guo)(guo)(guo)(guo)家(jia)教(jiao)(jiao)(jiao)(jiao)(jiao)委文(wen)(wen)件(jian)(jian)《中(zhong)(zhong)小(xiao)學(xue)計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)指(zhi)導綱(gang)要(yao)（試行(xing)(xing)）》，三(san)年(nian)(nian)(nian)(nian)后(hou)頒布實(shi)(shi)(shi)(shi)施《中(zhong)(zhong)小(xiao)學(xue)計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)指(zhi)導綱(gang)要(yao)（修訂稿(gao)）》。文(wen)(wen)件(jian)(jian)中(zhong)(zhong)要(yao)求將計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)規劃入從(cong)(cong)小(xiao)學(xue)至(zhi)高中(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)體系中(zhong)(zhong)。2000年(nian)(nian)(nian)(nian)年(nian)(nian)(nian)(nian)末國(guo)(guo)(guo)(guo)家(jia)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)舉(ju)行(xing)(xing)重(zhong)(zhong)大(da)會(hui)議(yi)(yi)，會(hui)議(yi)(yi)主(zhu)題圍(wei)繞計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)，會(hui)議(yi)(yi)通(tong)過并頒布實(shi)(shi)(shi)(shi)施《關于(yu)中(zhong)(zhong)小(xiao)學(xue)普及信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)的(de)(de)(de)(de)(de)(de)(de)(de)通(tong)知》等(deng)(deng)一(yi)(yi)系列(lie)重(zhong)(zhong)要(yao)文(wen)(wen)件(jian)(jian)。與此同(tong)時，課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)名稱也正式確定(ding)為(wei)“計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)”，這表(biao)明我(wo)國(guo)(guo)(guo)(guo)計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)已被(bei)納入國(guo)(guo)(guo)(guo)家(jia)正式基(ji)礎教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)之中(zhong)(zhong)，因為(wei)名稱的(de)(de)(de)(de)(de)(de)(de)(de)確定(ding)，課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)定(ding)位也更加清(qing)晰(xi)，確定(ding)從(cong)(cong)小(xiao)學(xue)起(qi)，正式開(kai)始(shi)(shi)普及計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)。同(tong)時，教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)也明確規定(ding)，爭取在全國(guo)(guo)(guo)(guo)范圍(wei)內(nei)(nei)的(de)(de)(de)(de)(de)(de)(de)(de)中(zhong)(zhong)小(xiao)學(xue)校開(kai)設(she)信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)。從(cong)(cong)信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)內(nei)(nei)容(rong)的(de)(de)(de)(de)(de)(de)(de)(de)發(fa)展來看，20世(shi)紀80年(nian)(nian)(nian)(nian)代初，計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)被(bei)稱為(wei)“計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)”，專業(ye)化教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)占主(zhu)要(yao)部(bu)分，大(da)致分為(wei)計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)工(gong)作原(yuan)理、編(bian)(bian)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)語(yu)言、軟硬件(jian)(jian)結構、數據庫(ku)管(guan)理等(deng)(deng)幾大(da)板塊。而(er)(er)算(suan)機(ji)(ji)(ji)(ji)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)內(nei)(nei)容(rong)也出(chu)現(xian)變化，課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)內(nei)(nei)容(rong)由最初的(de)(de)(de)(de)(de)(de)(de)(de)偏重(zhong)(zhong)專業(ye)化教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)逐(zhu)步轉向為(wei)大(da)眾化教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)，具(ju)體是指(zhi)計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)的(de)(de)(de)(de)(de)(de)(de)(de)基(ji)本操作使(shi)用(yong)，包(bao)括對文(wen)(wen)字表(biao)格(ge)的(de)(de)(de)(de)(de)(de)(de)(de)處理、如何制作幻燈片、如何進行(xing)(xing)信(xin)(xin)(xin)息(xi)(xi)(xi)的(de)(de)(de)(de)(de)(de)(de)(de)檢(jian)索與收集等(deng)(deng)，培養(yang)學(xue)生(sheng)掌握相應技(ji)(ji)術(shu)(shu)(shu)(shu)知識，形(xing)成(cheng)(cheng)實(shi)(shi)(shi)(shi)際操作能(neng)(neng)力，達到簡單操作計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)的(de)(de)(de)(de)(de)(de)(de)(de)初級水平。進入21世(shi)紀之后(hou)，信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)的(de)(de)(de)(de)(de)(de)(de)(de)發(fa)展更加迅速(su)，所以(yi)在2003年(nian)(nian)(nian)(nian)提出(chu)的(de)(de)(de)(de)(de)(de)(de)(de)“信(xin)(xin)(xin)息(xi)(xi)(xi)素(su)養(yang)”是當今(jin)學(xue)生(sheng)甚至(zhi)全體社會(hui)公民都(dou)必(bi)須具(ju)備(bei)的(de)(de)(de)(de)(de)(de)(de)(de)能(neng)(neng)力素(su)養(yang)之一(yi)(yi)，同(tong)時，信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)成(cheng)(cheng)為(wei)中(zhong)(zhong)小(xiao)學(xue)生(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)必(bi)修課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)。主(zhu)要(yao)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)目(mu)標是要(yao)求學(xue)生(sheng)在中(zhong)(zhong)小(xiao)學(xue)階段掌握信(xin)(xin)(xin)息(xi)(xi)(xi)的(de)(de)(de)(de)(de)(de)(de)(de)收集、加工(gong)并管(guan)理的(de)(de)(de)(de)(de)(de)(de)(de)方法，使(shi)學(xue)生(sheng)能(neng)(neng)在交流過程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)中(zhong)(zhong)有(you)效解(jie)決問(wen)題，并引導學(xue)生(sheng)進行(xing)(xing)實(shi)(shi)(shi)(shi)際探究和交流，使(shi)學(xue)生(sheng)在實(shi)(shi)(shi)(shi)踐活動中(zhong)(zhong)掌握解(jie)決問(wen)題的(de)(de)(de)(de)(de)(de)(de)(de)辦(ban)法，形(xing)成(cheng)(cheng)解(jie)決問(wen)題的(de)(de)(de)(de)(de)(de)(de)(de)意識，認識信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)對解(jie)決問(wen)題的(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)(zhong)要(yao)性。近些年(nian)(nian)(nian)(nian)開(kai)始(shi)(shi)，教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)越來越重(zhong)(zhong)視中(zhong)(zhong)小(xiao)學(xue)信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)中(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)人(ren)工(gong)智(zhi)能(neng)(neng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)，提出(chu)并構建(jian)三(san)好(hao)創(chuang)智(zhi)編(bian)(bian)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)。三(san)好(hao)創(chuang)智(zhi)編(bian)(bian)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)具(ju)有(you)五(wu)個全國(guo)(guo)(guo)(guo)首創(chuang)特色：第一(yi)(yi)，“硬件(jian)(jian)+軟件(jian)(jian)+情境+三(san)好(hao)成(cheng)(cheng)長評價(jia)”的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)培養(yang)模式；第二(er)，契合(he)國(guo)(guo)(guo)(guo)家(jia)當今(jin)高考(kao)(kao)信(xin)(xin)(xin)息(xi)(xi)(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)科(ke)目(mu)考(kao)(kao)試的(de)(de)(de)(de)(de)(de)(de)(de)知識點，使(shi)孩子具(ju)有(you)強大(da)的(de)(de)(de)(de)(de)(de)(de)(de)競爭力；第三(san)，提供人(ren)工(gong)智(zhi)能(neng)(neng)機(ji)(ji)(ji)(ji)器(qi)人(ren)，培養(yang)孩子學(xue)習計(ji)(ji)(ji)(ji)算(suan)機(ji)(ji)(ji)(ji)編(bian)(bian)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)知識；第四，采用(yong)“老師+學(xue)生(sheng)+家(jia)長”三(san)者聯合(he)互(hu)動機(ji)(ji)(ji)(ji)制，從(cong)(cong)而(er)(er)保障課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)施進行(xing)(xing)；第五(wu)，采用(yong)“三(san)好(hao)（好(hao)習慣(guan)、好(hao)成(cheng)(cheng)績(ji)、好(hao)素(su)養(yang)）”的(de)(de)(de)(de)(de)(de)(de)(de)評價(jia)體系，屬于(yu)全國(guo)(guo)(guo)(guo)首創(chuang)。另一(yi)(yi)大(da)突破是編(bian)(bian)寫《三(san)維創(chuang)智(zhi)編(bian)(bian)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)校本課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)》，《三(san)維創(chuang)智(zhi)編(bian)(bian)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)校本課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)》的(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)施標志著我(wo)國(guo)(guo)(guo)(guo)人(ren)工(gong)智(zhi)能(neng)(neng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)逐(zhu)步進入主(zhu)流教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)行(xing)(xing)列(lie)。

小學信息技術教育(yu)課程內容

摘(zhai)要：智(zhi)(zhi)能(neng)(neng)技(ji)術(shu)在變革我(wo)們工(gong)作、學習(xi)、生活(huo)方式的(de)(de)同(tong)時，也對高等(deng)(deng)教(jiao)育(yu)的(de)(de)發(fa)展提(ti)(ti)出(chu)了挑戰(zhan)。從人(ren)才培(pei)養(yang)、學科(ke)建(jian)設、教(jiao)育(yu)治(zhi)理三方面分析了高等(deng)(deng)教(jiao)育(yu)走向智(zhi)(zhi)能(neng)(neng)時代(dai)所面臨(lin)的(de)(de)挑戰(zhan)，并(bing)提(ti)(ti)出(chu)了積極探索應用(yong)技(ji)術(shu)支持大學生個性(xing)化(hua)、全面發(fa)展，培(pei)育(yu)面向智(zhi)(zhi)能(neng)(neng)時代(dai)的(de)(de)高校教(jiao)師，大力培(pei)養(yang)智(zhi)(zhi)能(neng)(neng)技(ji)術(shu)復合型人(ren)才和人(ren)工(gong)智(zhi)(zhi)能(neng)(neng)應用(yong)人(ren)才，加強多學科(ke)協(xie)同(tong)交叉，優(you)化(hua)人(ren)工(gong)智(zhi)(zhi)能(neng)(neng)學科(ke)課程體系布局，提(ti)(ti)升高等(deng)(deng)教(jiao)育(yu)管理者在智(zhi)(zhi)能(neng)(neng)時代(dai)的(de)(de)決(jue)策力等(deng)(deng)建(jian)議(yi)。

關鍵詞：高等教育；智能時代；挑戰；應對(dui)

人類正(zheng)(zheng)處在智(zhi)(zhi)(zhi)能(neng)(neng)時(shi)代(dai)的(de)(de)(de)(de)(de)門檻上，互(hu)聯網、大數據(ju)、云計算和(he)(he)物(wu)聯網等(deng)(deng)技(ji)術不斷發展，智(zhi)(zhi)(zhi)能(neng)(neng)對話(hua)和(he)(he)推薦、智(zhi)(zhi)(zhi)能(neng)(neng)穿戴設備、智(zhi)(zhi)(zhi)能(neng)(neng)語(yu)言(yan)翻譯、自(zi)動駕駛、自(zi)動導航(hang)等(deng)(deng)正(zheng)(zheng)快速(su)進入實用階段。新產品、新技(ji)術、新業態(tai)在改(gai)變人們(men)工作、學(xue)習(xi)和(he)(he)生活方式，也(ye)變革(ge)著我(wo)們(men)的(de)(de)(de)(de)(de)高(gao)等(deng)(deng)教(jiao)育(yu)。慕(mu)課(ke)和(he)(he)移(yi)動通訊使(shi)學(xue)生的(de)(de)(de)(de)(de)泛(fan)在學(xue)習(xi)成為可能(neng)(neng)[1]，AR與VR提升了學(xue)習(xi)的(de)(de)(de)(de)(de)體驗性[2]，智(zhi)(zhi)(zhi)能(neng)(neng)助教(jiao)可以為學(xue)生提供24小(xiao)時(shi)在線的(de)(de)(de)(de)(de)答(da)疑服務[3]，人臉識別(bie)門禁系統一定程度(du)上利于(yu)校園(yuan)的(de)(de)(de)(de)(de)安全(quan)管(guan)理[4]等(deng)(deng)。高(gao)等(deng)(deng)教(jiao)育(yu)在享受這(zhe)些由技(ji)術進步所(suo)帶來的(de)(de)(de)(de)(de)智(zhi)(zhi)(zhi)能(neng)(neng)成果的(de)(de)(de)(de)(de)同時(shi)，也(ye)面臨著挑(tiao)戰：智(zhi)(zhi)(zhi)能(neng)(neng)時(shi)代(dai)的(de)(de)(de)(de)(de)人才(cai)需(xu)求和(he)(he)技(ji)術變革(ge)需(xu)要(yao)人才(cai)培(pei)養做(zuo)出怎(zen)樣的(de)(de)(de)(de)(de)調整？智(zhi)(zhi)(zhi)能(neng)(neng)時(shi)代(dai)的(de)(de)(de)(de)(de)到(dao)來需(xu)要(yao)學(xue)科建(jian)設做(zuo)出怎(zen)樣的(de)(de)(de)(de)(de)回(hui)應(ying)？智(zhi)(zhi)(zhi)慧(hui)的(de)(de)(de)(de)(de)育(yu)人空間和(he)(he)管(guan)理形式需(xu)要(yao)教(jiao)育(yu)治理做(zuo)出怎(zen)樣的(de)(de)(de)(de)(de)應(ying)對？這(zhe)些都是正(zheng)(zheng)在走向(xiang)智(zhi)(zhi)(zhi)能(neng)(neng)時(shi)代(dai)的(de)(de)(de)(de)(de)高(gao)等(deng)(deng)教(jiao)育(yu)必須回(hui)答(da)的(de)(de)(de)(de)(de)問(wen)題。

智能時代，高等教育所面臨的挑戰

1.高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)(yang)(yang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)挑戰(zhan)。高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)培(pei)(pei)(pei)養(yang)(yang)(yang)社(she)會(hui)發(fa)(fa)展(zhan)(zhan)(zhan)所(suo)(suo)(suo)需(xu)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)要(yao)(yao)(yao)陣地(di)(di)。智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)對(dui)(dui)多(duo)領域交(jiao)叉(cha)(cha)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)、創(chuang)新(xin)(xin)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)、尖端人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)等(deng)(deng)(deng)(deng)(deng)各類人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)需(xu)求以(yi)及(ji)(ji)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)技(ji)術(shu)(shu)(shu)(shu)對(dui)(dui)教(jiao)(jiao)(jiao)(jiao)(jiao)與(yu)學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)方(fang)(fang)(fang)式(shi)(shi)(shi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)變(bian)(bian)(bian)革(ge)，都要(yao)(yao)(yao)求高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)必(bi)須(xu)(xu)(xu)以(yi)新(xin)(xin)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)理(li)(li)念(nian)和(he)(he)(he)(he)(he)(he)方(fang)(fang)(fang)式(shi)(shi)(shi)培(pei)(pei)(pei)養(yang)(yang)(yang)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)。第(di)(di)(di)一(yi)(yi)(yi)，培(pei)(pei)(pei)養(yang)(yang)(yang)觀(guan)(guan)(guan)念(nian)與(yu)模(mo)(mo)式(shi)(shi)(shi)須(xu)(xu)(xu)轉(zhuan)(zhuan)變(bian)(bian)(bian)。一(yi)(yi)(yi)方(fang)(fang)(fang)面(mian)(mian)(mian)，隨著技(ji)術(shu)(shu)(shu)(shu)復(fu)雜(za)(za)度(du)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)提(ti)升，僅(jin)(jin)僅(jin)(jin)依(yi)靠單(dan)一(yi)(yi)(yi)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)(zhi)識(shi)(shi)將(jiang)越來越難(nan)以(yi)完成(cheng)(cheng)某項復(fu)雜(za)(za)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)任務。不(bu)(bu)僅(jin)(jin)如(ru)此(ci)，單(dan)一(yi)(yi)(yi)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)(yang)(yang)模(mo)(mo)式(shi)(shi)(shi)也(ye)會(hui)造成(cheng)(cheng)大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)知(zhi)(zhi)識(shi)(shi)面(mian)(mian)(mian)窄(zhai)、創(chuang)新(xin)(xin)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)力(li)(li)弱，以(yi)致難(nan)以(yi)適應(ying)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)發(fa)(fa)展(zhan)(zhan)(zhan)要(yao)(yao)(yao)求。另一(yi)(yi)(yi)方(fang)(fang)(fang)面(mian)(mian)(mian)，隨著我國(guo)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)由(you)精(jing)英教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)過渡到(dao)(dao)大(da)(da)(da)眾化階段(duan)乃至普(pu)及(ji)(ji)化階段(duan)，一(yi)(yi)(yi)些(xie)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)校開(kai)始“工(gong)(gong)(gong)業(ye)(ye)(ye)化地(di)(di)批(pi)量(liang)(liang)(liang)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)產(chan)(chan)”大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)，造成(cheng)(cheng)大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)同(tong)質(zhi)化嚴重(zhong)。然(ran)而，高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)要(yao)(yao)(yao)培(pei)(pei)(pei)養(yang)(yang)(yang)具(ju)有(you)(you)(you)(you)健(jian)全(quan)(quan)(quan)(quan)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)格、有(you)(you)(you)(you)創(chuang)新(xin)(xin)思(si)維、有(you)(you)(you)(you)全(quan)(quan)(quan)(quan)球(qiu)視野、有(you)(you)(you)(you)社(she)會(hui)責(ze)任感的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)新(xin)(xin)一(yi)(yi)(yi)代(dai)(dai)(dai)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)[5]，而不(bu)(bu)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)同(tong)質(zhi)化的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)“高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)產(chan)(chan)品(pin)”。尤其是(shi)(shi)(shi)(shi)(shi)(shi)(shi)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)，更(geng)(geng)(geng)需(xu)要(yao)(yao)(yao)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)個性(xing)(xing)(xing)(xing)(xing)化、獨(du)特(te)性(xing)(xing)(xing)(xing)(xing)與(yu)全(quan)(quan)(quan)(quan)面(mian)(mian)(mian)發(fa)(fa)展(zhan)(zhan)(zhan)。因(yin)(yin)此(ci)，單(dan)一(yi)(yi)(yi)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)、批(pi)量(liang)(liang)(liang)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)產(chan)(chan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)業(ye)(ye)(ye)化教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)和(he)(he)(he)(he)(he)(he)管理(li)(li)模(mo)(mo)式(shi)(shi)(shi)將(jiang)不(bu)(bu)再適應(ying)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)(yang)(yang)，高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)(yang)(yang)觀(guan)(guan)(guan)念(nian)必(bi)須(xu)(xu)(xu)做(zuo)(zuo)出轉(zhuan)(zhuan)變(bian)(bian)(bian)。第(di)(di)(di)二(er)(er)，高(gao)(gao)(gao)(gao)(gao)(gao)(gao)校師(shi)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)所(suo)(suo)(suo)扮演(yan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)角(jiao)色(se)(se)須(xu)(xu)(xu)轉(zhuan)(zhuan)變(bian)(bian)(bian)。在(zai)(zai)傳統(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)與(yu)學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)方(fang)(fang)(fang)式(shi)(shi)(shi)下(xia)，高(gao)(gao)(gao)(gao)(gao)(gao)(gao)校教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)主要(yao)(yao)(yao)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)課(ke)堂傳授以(yi)及(ji)(ji)實踐(jian)、論(lun)文(wen)(wen)指(zhi)(zhi)導等(deng)(deng)(deng)(deng)(deng)方(fang)(fang)(fang)式(shi)(shi)(shi)。這(zhe)(zhe)一(yi)(yi)(yi)方(fang)(fang)(fang)式(shi)(shi)(shi)下(xia)，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)主要(yao)(yao)(yao)承擔了(le)(le)(le)知(zhi)(zhi)識(shi)(shi)技(ji)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)傳授者(zhe)(zhe)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)角(jiao)色(se)(se)，而學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)則是(shi)(shi)(shi)(shi)(shi)(shi)(shi)知(zhi)(zhi)識(shi)(shi)技(ji)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)被(bei)動接收(shou)者(zhe)(zhe)。智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)則是(shi)(shi)(shi)(shi)(shi)(shi)(shi)擁有(you)(you)(you)(you)良(liang)好的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)機協作(zuo)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)力(li)(li)和(he)(he)(he)(he)(he)(he)信(xin)息(xi)素(su)養(yang)(yang)(yang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)，在(zai)(zai)充分利用(yong)(yong)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)顯著提(ti)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)工(gong)(gong)(gong)作(zuo)效(xiao)率的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)基礎(chu)上，師(shi)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)間所(suo)(suo)(suo)進(jin)行的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)開(kai)放性(xing)(xing)(xing)(xing)(xing)、探(tan)索(suo)性(xing)(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)啟發(fa)(fa)與(yu)學(xue)(xue)(xue)(xue)(xue)習(xi)。此(ci)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)將(jiang)承擔大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)核心素(su)養(yang)(yang)(yang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)培(pei)(pei)(pei)養(yang)(yang)(yang)者(zhe)(zhe)、大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)道德情操的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)培(pei)(pei)(pei)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)者(zhe)(zhe)、大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)職(zhi)業(ye)(ye)(ye)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)涯規劃的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)引(yin)(yin)(yin)路者(zhe)(zhe)角(jiao)色(se)(se)；大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)也(ye)將(jiang)從知(zhi)(zhi)識(shi)(shi)被(bei)動接收(shou)者(zhe)(zhe)轉(zhuan)(zhuan)變(bian)(bian)(bian)為(wei)知(zhi)(zhi)識(shi)(shi)探(tan)索(suo)者(zhe)(zhe)和(he)(he)(he)(he)(he)(he)知(zhi)(zhi)識(shi)(shi)主動獲(huo)取(qu)者(zhe)(zhe)。高(gao)(gao)(gao)(gao)(gao)(gao)(gao)校師(shi)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)所(suo)(suo)(suo)扮演(yan)角(jiao)色(se)(se)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)轉(zhuan)(zhuan)變(bian)(bian)(bian)成(cheng)(cheng)為(wei)雙方(fang)(fang)(fang)在(zai)(zai)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)所(suo)(suo)(suo)面(mian)(mian)(mian)臨的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)挑戰(zhan)。對(dui)(dui)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)來說(shuo)，角(jiao)色(se)(se)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)轉(zhuan)(zhuan)變(bian)(bian)(bian)意(yi)(yi)味(wei)著知(zhi)(zhi)識(shi)(shi)結構、教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)習(xi)慣和(he)(he)(he)(he)(he)(he)思(si)維觀(guan)(guan)(guan)念(nian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)轉(zhuan)(zhuan)變(bian)(bian)(bian)。他們(men)(men)必(bi)須(xu)(xu)(xu)要(yao)(yao)(yao)學(xue)(xue)(xue)(xue)(xue)會(hui)使(shi)用(yong)(yong)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)，否則將(jiang)會(hui)被(bei)使(shi)用(yong)(yong)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)取(qu)代(dai)(dai)(dai)[6]。他們(men)(men)必(bi)須(xu)(xu)(xu)要(yao)(yao)(yao)思(si)考哪(na)些(xie)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)做(zuo)(zuo)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)，哪(na)些(xie)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)自(zi)己要(yao)(yao)(yao)做(zuo)(zuo)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)，以(yi)證明自(zi)己價(jia)(jia)(jia)值的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)無可替代(dai)(dai)(dai)性(xing)(xing)(xing)(xing)(xing)。對(dui)(dui)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)來說(shuo)，角(jiao)色(se)(se)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)轉(zhuan)(zhuan)變(bian)(bian)(bian)意(yi)(yi)味(wei)著學(xue)(xue)(xue)(xue)(xue)習(xi)觀(guan)(guan)(guan)念(nian)和(he)(he)(he)(he)(he)(he)學(xue)(xue)(xue)(xue)(xue)習(xi)方(fang)(fang)(fang)式(shi)(shi)(shi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)轉(zhuan)(zhuan)變(bian)(bian)(bian)。他們(men)(men)要(yao)(yao)(yao)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)夠在(zai)(zai)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)指(zhi)(zhi)導和(he)(he)(he)(he)(he)(he)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)協助(zhu)下(xia)，以(yi)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)機協作(zuo)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)方(fang)(fang)(fang)式(shi)(shi)(shi)，隨時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隨地(di)(di)獲(huo)取(qu)知(zhi)(zhi)識(shi)(shi)、參(can)與(yu)活動、發(fa)(fa)展(zhan)(zhan)(zhan)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)慧，實現(xian)個性(xing)(xing)(xing)(xing)(xing)化和(he)(he)(he)(he)(he)(he)選(xuan)擇性(xing)(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)發(fa)(fa)展(zhan)(zhan)(zhan)。第(di)(di)(di)三，評(ping)價(jia)(jia)(jia)方(fang)(fang)(fang)式(shi)(shi)(shi)須(xu)(xu)(xu)轉(zhuan)(zhuan)變(bian)(bian)(bian)。科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)(yang)(yang)評(ping)價(jia)(jia)(jia)為(wei)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)(yang)(yang)質(zhi)量(liang)(liang)(liang)提(ti)供有(you)(you)(you)(you)效(xiao)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)監控與(yu)保障[7]。為(wei)了(le)(le)(le)保證智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)評(ping)價(jia)(jia)(jia)方(fang)(fang)(fang)式(shi)(shi)(shi)與(yu)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)(yang)(yang)觀(guan)(guan)(guan)念(nian)和(he)(he)(he)(he)(he)(he)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)方(fang)(fang)(fang)式(shi)(shi)(shi)相(xiang)(xiang)適應(ying)，傳統(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)“經(jing)驗主義(yi)”“宏(hong)觀(guan)(guan)(guan)群體(ti)”“單(dan)一(yi)(yi)(yi)評(ping)價(jia)(jia)(jia)”[8]的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)評(ping)價(jia)(jia)(jia)方(fang)(fang)(fang)式(shi)(shi)(shi)必(bi)須(xu)(xu)(xu)做(zuo)(zuo)出改變(bian)(bian)(bian)。一(yi)(yi)(yi)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)(yang)(yang)更(geng)(geng)(geng)注重(zhong)大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)個體(ti)獨(du)特(te)性(xing)(xing)(xing)(xing)(xing)與(yu)全(quan)(quan)(quan)(quan)面(mian)(mian)(mian)發(fa)(fa)展(zhan)(zhan)(zhan)，因(yin)(yin)此(ci)“宏(hong)觀(guan)(guan)(guan)群體(ti)”“單(dan)一(yi)(yi)(yi)評(ping)價(jia)(jia)(jia)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)傳統(tong)評(ping)價(jia)(jia)(jia)方(fang)(fang)(fang)式(shi)(shi)(shi)難(nan)以(yi)適應(ying)全(quan)(quan)(quan)(quan)面(mian)(mian)(mian)發(fa)(fa)展(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)才(cai)(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)(yang)(yang)要(yao)(yao)(yao)求。二(er)(er)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)化、個性(xing)(xing)(xing)(xing)(xing)化、開(kai)放性(xing)(xing)(xing)(xing)(xing)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)方(fang)(fang)(fang)式(shi)(shi)(shi)使(shi)大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)學(xue)(xue)(xue)(xue)(xue)習(xi)更(geng)(geng)(geng)多(duo)地(di)(di)融入了(le)(le)(le)個性(xing)(xing)(xing)(xing)(xing)化和(he)(he)(he)(he)(he)(he)選(xuan)擇性(xing)(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)元素(su)，因(yin)(yin)此(ci)“一(yi)(yi)(yi)刀切”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)傳統(tong)評(ping)價(jia)(jia)(jia)方(fang)(fang)(fang)式(shi)(shi)(shi)難(nan)以(yi)兼顧大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)個性(xing)(xing)(xing)(xing)(xing)化發(fa)(fa)展(zhan)(zhan)(zhan)。三是(shi)(shi)(shi)(shi)(shi)(shi)(shi)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)夠在(zai)(zai)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)指(zhi)(zhi)導和(he)(he)(he)(he)(he)(he)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)協助(zhu)下(xia)隨時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隨地(di)(di)獲(huo)取(qu)知(zhi)(zhi)識(shi)(shi)、發(fa)(fa)展(zhan)(zhan)(zhan)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)慧，因(yin)(yin)此(ci)傳統(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)“經(jing)驗主義(yi)”評(ping)價(jia)(jia)(jia)不(bu)(bu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)對(dui)(dui)大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)全(quan)(quan)(quan)(quan)過程(cheng)數據進(jin)行智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)動態(tai)追蹤(zong)。2.高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)建(jian)設的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)挑戰(zhan)。第(di)(di)(di)一(yi)(yi)(yi)，對(dui)(dui)多(duo)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)交(jiao)叉(cha)(cha)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)需(xu)求增(zeng)多(duo)。智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)們(men)(men)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)產(chan)(chan)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)活方(fang)(fang)(fang)式(shi)(shi)(shi)被(bei)徹底改變(bian)(bian)(bian)，同(tong)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)也(ye)出現(xian)了(le)(le)(le)一(yi)(yi)(yi)些(xie)技(ji)術(shu)(shu)(shu)(shu)之外的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)問(wen)題(ti)(ti)(ti)(ti)，如(ru)法律(lv)、倫理(li)(li)和(he)(he)(he)(he)(he)(he)道德問(wen)題(ti)(ti)(ti)(ti)。這(zhe)(zhe)些(xie)問(wen)題(ti)(ti)(ti)(ti)遠(yuan)不(bu)(bu)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)單(dan)純的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)技(ji)術(shu)(shu)(shu)(shu)問(wen)題(ti)(ti)(ti)(ti)，而是(shi)(shi)(shi)(shi)(shi)(shi)(shi)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)這(zhe)(zhe)個新(xin)(xin)場景中的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)全(quan)(quan)(quan)(quan)新(xin)(xin)問(wen)題(ti)(ti)(ti)(ti)。這(zhe)(zhe)些(xie)全(quan)(quan)(quan)(quan)新(xin)(xin)問(wen)題(ti)(ti)(ti)(ti)今天已經(jing)有(you)(you)(you)(you)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)提(ti)出，但是(shi)(shi)(shi)(shi)(shi)(shi)(shi)目(mu)前(qian)很(hen)少(shao)(shao)看(kan)到(dao)(dao)這(zhe)(zhe)方(fang)(fang)(fang)面(mian)(mian)(mian)研(yan)究，而這(zhe)(zhe)些(xie)問(wen)題(ti)(ti)(ti)(ti)對(dui)(dui)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)類的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)影響重(zhong)大(da)(da)(da)[9]。要(yao)(yao)(yao)解決這(zhe)(zhe)些(xie)問(wen)題(ti)(ti)(ti)(ti)，不(bu)(bu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)僅(jin)(jin)依(yi)靠單(dan)一(yi)(yi)(yi)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)，必(bi)須(xu)(xu)(xu)有(you)(you)(you)(you)賴(lai)于(yu)(yu)(yu)多(duo)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)協同(tong)，有(you)(you)(you)(you)賴(lai)于(yu)(yu)(yu)文(wen)(wen)科(ke)(ke)(ke)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)內部融通、文(wen)(wen)理(li)(li)交(jiao)叉(cha)(cha)來研(yan)究和(he)(he)(he)(he)(he)(he)解決。因(yin)(yin)此(ci)，智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)對(dui)(dui)多(duo)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)交(jiao)叉(cha)(cha)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)需(xu)求將(jiang)會(hui)增(zeng)多(duo)，不(bu)(bu)僅(jin)(jin)僅(jin)(jin)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)理(li)(li)工(gong)(gong)(gong)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)內部相(xiang)(xiang)近學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)交(jiao)叉(cha)(cha)協同(tong)，還(huan)包括文(wen)(wen)科(ke)(ke)(ke)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)間的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)交(jiao)叉(cha)(cha)融合(he)、文(wen)(wen)科(ke)(ke)(ke)與(yu)理(li)(li)工(gong)(gong)(gong)科(ke)(ke)(ke)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)間的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)交(jiao)叉(cha)(cha)融合(he)。第(di)(di)(di)二(er)(er)，人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)相(xiang)(xiang)關(guan)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)課(ke)程(cheng)設置存在(zai)(zai)發(fa)(fa)力(li)(li)空(kong)間。近一(yi)(yi)(yi)兩年(nian)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)相(xiang)(xiang)關(guan)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)發(fa)(fa)展(zhan)(zhan)(zhan)迅猛，目(mu)前(qian)北(bei)京(jing)航(hang)空(kong)航(hang)天大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)、北(bei)京(jing)理(li)(li)工(gong)(gong)(gong)大(da)(da)(da)學(xue)(xue)(xue)(xue)(xue)等(deng)(deng)(deng)(deng)(deng)35所(suo)(suo)(suo)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)校已經(jing)首批(pi)獲(huo)得人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)建(jian)設資格[10]。但目(mu)前(qian)在(zai)(zai)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)相(xiang)(xiang)關(guan)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)課(ke)程(cheng)設置方(fang)(fang)(fang)面(mian)(mian)(mian)仍(reng)存在(zai)(zai)不(bu)(bu)少(shao)(shao)發(fa)(fa)力(li)(li)空(kong)間。一(yi)(yi)(yi)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)專(zhuan)(zhuan)(zhuan)(zhuan)門用(yong)(yong)于(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)課(ke)程(cheng)數量(liang)(liang)(liang)還(huan)遠(yuan)遠(yuan)不(bu)(bu)夠。很(hen)多(duo)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)校的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)仍(reng)使(shi)用(yong)(yong)計算機專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)課(ke)程(cheng)，智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)呈空(kong)心化。目(mu)前(qian)，能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)專(zhuan)(zhuan)(zhuan)(zhuan)門用(yong)(yong)于(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)課(ke)程(cheng)數量(liang)(liang)(liang)還(huan)遠(yuan)遠(yuan)不(bu)(bu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)滿(man)足(zu)需(xu)求，這(zhe)(zhe)導致人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)課(ke)程(cheng)只能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)濃(nong)縮到(dao)(dao)“高(gao)(gao)(gao)(gao)(gao)(gao)(gao)級科(ke)(ke)(ke)普(pu)”程(cheng)度(du)[11]。二(er)(er)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)當前(qian)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)相(xiang)(xiang)關(guan)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)課(ke)程(cheng)混亂。針對(dui)(dui)目(mu)前(qian)信(xin)息(xi)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)與(yu)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)交(jiao)疊融合(he)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)過渡狀態(tai)，如(ru)何(he)設置智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)合(he)理(li)(li)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)課(ke)程(cheng)還(huan)需(xu)要(yao)(yao)(yao)深(shen)入研(yan)究[12]。3.高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)挑戰(zhan)。第(di)(di)(di)一(yi)(yi)(yi)，智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)治(zhi)理(li)(li)方(fang)(fang)(fang)式(shi)(shi)(shi)須(xu)(xu)(xu)轉(zhuan)(zhuan)變(bian)(bian)(bian)。當前(qian)，人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)技(ji)術(shu)(shu)(shu)(shu)極大(da)(da)(da)地(di)(di)豐富了(le)(le)(le)產(chan)(chan)品(pin)、服務的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)內容與(yu)質(zhi)量(liang)(liang)(liang)，變(bian)(bian)(bian)革(ge)了(le)(le)(le)服務的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)形(xing)式(shi)(shi)(shi)和(he)(he)(he)(he)(he)(he)結構，創(chuang)新(xin)(xin)了(le)(le)(le)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)服務和(he)(he)(he)(he)(he)(he)產(chan)(chan)品(pin)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)供給(gei)模(mo)(mo)式(shi)(shi)(shi)。在(zai)(zai)治(zhi)理(li)(li)正在(zai)(zai)體(ti)現(xian)出智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)化、自(zi)動化、個性(xing)(xing)(xing)(xing)(xing)化特(te)征的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)，我們(men)(men)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)方(fang)(fang)(fang)式(shi)(shi)(shi)也(ye)需(xu)要(yao)(yao)(yao)發(fa)(fa)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)轉(zhuan)(zhuan)變(bian)(bian)(bian)。如(ru)何(he)依(yi)靠智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)相(xiang)(xiang)關(guan)技(ji)術(shu)(shu)(shu)(shu)，使(shi)我們(men)(men)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)決策(ce)更(geng)(geng)(geng)科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)、更(geng)(geng)(geng)精(jing)準(zhun)；如(ru)何(he)借助(zhu)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)相(xiang)(xiang)關(guan)產(chan)(chan)品(pin)，使(shi)我們(men)(men)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)更(geng)(geng)(geng)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)、自(zi)動化程(cheng)度(du)更(geng)(geng)(geng)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)；以(yi)及(ji)(ji)如(ru)何(he)依(yi)托智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)相(xiang)(xiang)關(guan)產(chan)(chan)物實現(xian)精(jing)準(zhun)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)個性(xing)(xing)(xing)(xing)(xing)化管理(li)(li)，從而減少(shao)(shao)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)資源(yuan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)投入……這(zhe)(zhe)些(xie)都是(shi)(shi)(shi)(shi)(shi)(shi)(shi)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)方(fang)(fang)(fang)式(shi)(shi)(shi)變(bian)(bian)(bian)革(ge)所(suo)(suo)(suo)面(mian)(mian)(mian)臨的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)問(wen)題(ti)(ti)(ti)(ti)。第(di)(di)(di)二(er)(er)，指(zhi)(zhi)導和(he)(he)(he)(he)(he)(he)引(yin)(yin)(yin)領高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)法律(lv)和(he)(he)(he)(he)(he)(he)政(zheng)策(ce)進(jin)展(zhan)(zhan)(zhan)緩(huan)慢(man)。智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)在(zai)(zai)給(gei)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)帶來便(bian)利的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)同(tong)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)，也(ye)引(yin)(yin)(yin)發(fa)(fa)了(le)(le)(le)一(yi)(yi)(yi)系列倫理(li)(li)問(wen)題(ti)(ti)(ti)(ti)，如(ru)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)技(ji)術(shu)(shu)(shu)(shu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)應(ying)用(yong)(yong)邊界、機器決策(ce)與(yu)人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)決策(ce)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)協調(diao)、學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)信(xin)息(xi)泄露隱患等(deng)(deng)(deng)(deng)(deng)。由(you)于(yu)(yu)(yu)缺(que)乏相(xiang)(xiang)關(guan)法律(lv)和(he)(he)(he)(he)(he)(he)政(zheng)策(ce)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)指(zhi)(zhi)導和(he)(he)(he)(he)(he)(he)引(yin)(yin)(yin)領，當前(qian)基于(yu)(yu)(yu)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)技(ji)術(shu)(shu)(shu)(shu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)處(chu)于(yu)(yu)(yu)尚未起步或“摸(mo)石(shi)頭(tou)過河”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)嘗試探(tan)索(suo)階段(duan)，亟需(xu)理(li)(li)論(lun)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)引(yin)(yin)(yin)領和(he)(he)(he)(he)(he)(he)制(zhi)度(du)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)規范。但是(shi)(shi)(shi)(shi)(shi)(shi)(shi)因(yin)(yin)為(wei)問(wen)題(ti)(ti)(ti)(ti)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)復(fu)雜(za)(za)性(xing)(xing)(xing)(xing)(xing)和(he)(he)(he)(he)(he)(he)相(xiang)(xiang)關(guan)研(yan)究的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)滯(zhi)后(hou)性(xing)(xing)(xing)(xing)(xing)，能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)夠指(zhi)(zhi)導并規范人(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)發(fa)(fa)展(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)法律(lv)和(he)(he)(he)(he)(he)(he)政(zheng)策(ce)進(jin)展(zhan)(zhan)(zhan)緩(huan)慢(man)，能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)指(zhi)(zhi)導和(he)(he)(he)(he)(he)(he)引(yin)(yin)(yin)領智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)時(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)代(dai)(dai)(dai)高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)法律(lv)和(he)(he)(he)(he)(he)(he)政(zheng)策(ce)進(jin)展(zhan)(zhan)(zhan)則更(geng)(geng)(geng)是(shi)(shi)(shi)(shi)(shi)(shi)(shi)緩(huan)慢(man)。倘(tang)若這(zhe)(zhe)一(yi)(yi)(yi)現(xian)狀長期(qi)得不(bu)(bu)到(dao)(dao)解決，將(jiang)很(hen)難(nan)保障高(gao)(gao)(gao)(gao)(gao)(gao)(gao)等(deng)(deng)(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)治(zhi)理(li)(li)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)健(jian)康有(you)(you)(you)(you)序發(fa)(fa)展(zhan)(zhan)(zhan)。

應對(dui)智能時代的挑戰

在(zai)智(zhi)(zhi)能(neng)(neng)(neng)(neng)教(jiao)(jiao)育的(de)(de)(de)(de)背景下(xia)，技(ji)術(shu)的(de)(de)(de)(de)運用(yong)、教(jiao)(jiao)育理(li)(li)念(nian)的(de)(de)(de)(de)變化(hua)、技(ji)術(shu)與學(xue)科(ke)的(de)(de)(de)(de)深度融(rong)合(he)都(dou)將加快教(jiao)(jiao)師(shi)專(zhuan)業(ye)發(fa)(fa)展(zhan)(zhan)(zhan)新(xin)(xin)模式的(de)(de)(de)(de)建設。同(tong)時，技(ji)術(shu)介入進(jin)一步深化(hua)了教(jiao)(jiao)師(shi)的(de)(de)(de)(de)專(zhuan)業(ye)發(fa)(fa)展(zhan)(zhan)(zhan)內涵，即教(jiao)(jiao)師(shi)專(zhuan)業(ye)發(fa)(fa)展(zhan)(zhan)(zhan)需要(yao)給教(jiao)(jiao)師(shi)提供(gong)適應(ying)未來(lai)教(jiao)(jiao)育的(de)(de)(de)(de)能(neng)(neng)(neng)(neng)力，以培(pei)(pei)養(yang)智(zhi)(zhi)慧型幼(you)兒教(jiao)(jiao)師(shi)。北京市豐臺區芳莊(zhuang)第二幼(you)兒園基于學(xue)科(ke)的(de)(de)(de)(de)融(rong)合(he)創新(xin)(xin)擴(kuo)散理(li)(li)論，通(tong)過對人(ren)工(gong)智(zhi)(zhi)能(neng)(neng)(neng)(neng)的(de)(de)(de)(de)認(ren)知(zhi)及(ji)培(pei)(pei)訓、方(fang)案(an)設計(ji)及(ji)實踐、方(fang)案(an)調整及(ji)觀摩、效果四(si)個階(jie)段(duan)(duan)的(de)(de)(de)(de)梳理(li)(li)，幫助教(jiao)(jiao)師(shi)運用(yong)技(ji)術(shu)的(de)(de)(de)(de)教(jiao)(jiao)育功能(neng)(neng)(neng)(neng)樹立智(zhi)(zhi)能(neng)(neng)(neng)(neng)教(jiao)(jiao)育理(li)(li)念(nian)、更新(xin)(xin)教(jiao)(jiao)育手段(duan)(duan)、豐富教(jiao)(jiao)學(xue)實踐、培(pei)(pei)養(yang)人(ren)工(gong)智(zhi)(zhi)能(neng)(neng)(neng)(neng)素養(yang)，促進(jin)教(jiao)(jiao)師(shi)的(de)(de)(de)(de)專(zhuan)業(ye)發(fa)(fa)展(zhan)(zhan)(zhan)。

開(kai)展體驗(yan)式(shi)教(jiao)(jiao)研(yan)，探究人(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)輔助教(jiao)(jiao)學。技術(shu)是促(cu)進(jin)學前教(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)學改革和發(fa)(fa)展的(de)創(chuang)新手段，能(neng)(neng)夠促(cu)進(jin)教(jiao)(jiao)師的(de)專業發(fa)(fa)展，而(er)且以(yi)技術(shu)為工(gong)具深受孩子(zi)們喜(xi)愛。我(wo)園(yuan)購置了(le)與人(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)相(xiang)關的(de)機器人(ren)(ren)、幼兒編程課(ke)程等(deng)工(gong)具，調動教(jiao)(jiao)師使用人(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)的(de)能(neng)(neng)動性，讓教(jiao)(jiao)師積極利用人(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)設計并開(kai)展活動。我(wo)園(yuan)通(tong)過體驗(yan)式(shi)教(jiao)(jiao)研(yan)，以(yi)案例分享為依托，以(yi)觀摩、研(yan)討及(ji)(ji)深度反(fan)思為學習路徑，以(yi)促(cu)進(jin)教(jiao)(jiao)師專業發(fa)(fa)展為主(zhu)要(yao)目標，來構(gou)建(jian)人(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)教(jiao)(jiao)育(yu)(yu)背(bei)景(jing)下的(de)課(ke)程體系，主(zhu)要(yao)探討人(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)在(zai)活動設計、活動組織與實施以(yi)及(ji)(ji)活動評價(jia)中的(de)價(jia)值與應用。聚焦(jiao)人(ren)(ren)工(gong)智(zhi)(zhi)(zhi)能(neng)(neng)工(gong)具，全(quan)方位(wei)構(gou)建(jian)課(ke)程體系。

一是聚焦(jiao)編(bian)(bian)程游戲(xi)(xi)，以發(fa)展(zhan)(zhan)創新(xin)(xin)(xin)性(xing)思維(wei)為(wei)目標，創新(xin)(xin)(xin)教(jiao)(jiao)師(shi)教(jiao)(jiao)育理(li)(li)念。編(bian)(bian)程游戲(xi)(xi)作(zuo)為(wei)一種極(ji)具(ju)特點的創新(xin)(xin)(xin)思維(wei)培養方式，要(yao)求教(jiao)(jiao)師(shi)在(zai)活動(dong)(dong)(dong)設計中創新(xin)(xin)(xin)教(jiao)(jiao)育理(li)(li)念，發(fa)展(zhan)(zhan)幼兒創新(xin)(xin)(xin)性(xing)思維(wei)。教(jiao)(jiao)師(shi)在(zai)編(bian)(bian)程的課程設計中應把握三個(ge)重(zhong)點：融合(he)性(xing)，可以將編(bian)(bian)程游戲(xi)(xi)與五大(da)領(ling)域(yu)深度融合(he)，并在(zai)此基礎上大(da)膽創新(xin)(xin)(xin)；實(shi)踐性(xing)，編(bian)(bian)程游戲(xi)(xi)的學習需要(yao)借助實(shi)踐教(jiao)(jiao)學、活動(dong)(dong)(dong)開展(zhan)(zhan)等途徑(jing)，來(lai)引(yin)導幼兒動(dong)(dong)(dong)腦思索、動(dong)(dong)(dong)手操作(zuo)；時代性(xing)，即人(ren)工智能(neng)(neng)教(jiao)(jiao)育應當與人(ren)工智能(neng)(neng)技(ji)術(shu)變(bian)遷實(shi)現同步(bu)發(fa)展(zhan)(zhan)。

二(er)是聚焦(jiao)有(you)價值(zhi)的課(ke)程資源，豐富教(jiao)(jiao)育(yu)教(jiao)(jiao)學(xue)形(xing)式。教(jiao)(jiao)師通過體(ti)驗式教(jiao)(jiao)研充分感受(shou)人工(gong)智能(neng)的教(jiao)(jiao)育(yu)功能(neng)，學(xue)會搜集與篩選(xuan)有(you)價值(zhi)的課(ke)程資源。第一階(jie)段(duan)引進了高(gao)質量的編(bian)程工(gong)具與軟件(jian)，第二(er)階(jie)段(duan)引進了少兒(er)編(bian)程課(ke)程。通過這兩個階(jie)段(duan)的實踐，我園(yuan)已能(neng)充分利用編(bian)程游戲為教(jiao)(jiao)育(yu)教(jiao)(jiao)學(xue)服務，且有(you)效(xiao)提升教(jiao)(jiao)育(yu)教(jiao)(jiao)學(xue)效(xiao)率。

三(san)是(shi)(shi)聚焦編程(cheng)(cheng)游(you)戲(xi)，構建班級課程(cheng)(cheng)體(ti)系(xi)(xi)，落實(shi)教(jiao)(jiao)學(xue)(xue)實(shi)踐。經過幾年(nian)的(de)(de)實(shi)踐研(yan)究(jiu)，我園(yuan)形成了(le)一系(xi)(xi)列編程(cheng)(cheng)課程(cheng)(cheng)，利(li)用(yong)混(hun)合(he)(he)式教(jiao)(jiao)學(xue)(xue)設(she)(she)(she)計的(de)(de)理(li)念，將虛擬游(you)戲(xi)與(yu)(yu)現實(shi)游(you)戲(xi)融(rong)合(he)(he)一體(ti)，人(ren)機(ji)(ji)協(xie)同構成“雙教(jiao)(jiao)師(shi)”型教(jiao)(jiao)學(xue)(xue)模式（即真實(shi)教(jiao)(jiao)師(shi)和虛擬教(jiao)(jiao)師(shi)）。班級的(de)(de)主題(ti)課程(cheng)(cheng)能(neng)(neng)(neng)夠圍(wei)繞(rao)人(ren)工(gong)智能(neng)(neng)(neng)技術本(ben)身(shen)或者(zhe)依托(tuo)編程(cheng)(cheng)游(you)戲(xi)的(de)(de)價(jia)值開展。最(zui)重要(yao)的(de)(de)是(shi)(shi)教(jiao)(jiao)師(shi)可(ke)以(yi)將優(you)秀的(de)(de)方(fang)(fang)案延展到活動(dong)(dong)區中。孩子們可(ke)以(yi)通過不斷地試錯(cuo)和調試掌握解(jie)決方(fang)(fang)法，知道如何與(yu)(yu)他人(ren)有(you)(you)效(xiao)溝通并用(yong)合(he)(he)適的(de)(de)語言表(biao)達自己的(de)(de)觀點。提升教(jiao)(jiao)師(shi)人(ren)工(gong)智能(neng)(neng)(neng)素養，促(cu)進教(jiao)(jiao)師(shi)專(zhuan)(zhuan)業(ye)發展。通過前兩個階(jie)段的(de)(de)實(shi)踐研(yan)究(jiu)，教(jiao)(jiao)師(shi)的(de)(de)人(ren)工(gong)智能(neng)(neng)(neng)素養得(de)到有(you)(you)效(xiao)提升，豐(feng)富了(le)教(jiao)(jiao)師(shi)專(zhuan)(zhuan)業(ye)發展的(de)(de)內涵與(yu)(yu)外延。教(jiao)(jiao)師(shi)敢(gan)于利(li)用(yong)人(ren)工(gong)智能(neng)(neng)(neng)工(gong)具(ju)大膽設(she)(she)(she)計，充分挖掘其教(jiao)(jiao)育價(jia)值來實(shi)施教(jiao)(jiao)育活動(dong)(dong)，讓幼兒(er)學(xue)(xue)會探(tan)究(jiu)。教(jiao)(jiao)師(shi)還(huan)可(ke)以(yi)利(li)用(yong)人(ren)工(gong)智能(neng)(neng)(neng)技術活躍課堂氣氛，讓幼兒(er)體(ti)會到人(ren)工(gong)智能(neng)(neng)(neng)的(de)(de)便利(li)與(yu)(yu)有(you)(you)趣(qu)，主動(dong)(dong)利(li)用(yong)人(ren)工(gong)智能(neng)(neng)(neng)解(jie)決問題(ti)。例如，“與(yu)(yu)機(ji)(ji)器(qi)人(ren)‘尬’舞(wu)”教(jiao)(jiao)學(xue)(xue)活動(dong)(dong)，我園(yuan)利(li)用(yong)機(ji)(ji)器(qi)人(ren)，結合(he)(he)其音樂播(bo)放、舞(wu)蹈展示等功能(neng)(neng)(neng)進行了(le)一系(xi)(xi)列游(you)戲(xi)設(she)(she)(she)計，從藝術領(ling)域的(de)(de)舞(wu)蹈到科(ke)學(xue)(xue)領(ling)域編程(cheng)(cheng)指令的(de)(de)游(you)戲(xi)設(she)(she)(she)計，從集體(ti)教(jiao)(jiao)學(xue)(xue)到分組合(he)(he)作學(xue)(xue)習，實(shi)現了(le)學(xue)(xue)科(ke)融(rong)合(he)(he)創新(xin)(xin)。利(li)用(yong)這一工(gong)具(ju)，也促(cu)進了(le)教(jiao)(jiao)師(shi)對融(rong)合(he)(he)創新(xin)(xin)的(de)(de)理(li)解(jie)。我園(yuan)本(ben)著素養為(wei)先、融(rong)合(he)(he)創新(xin)(xin)的(de)(de)原則(ze)開展深入研(yan)究(jiu)，凸顯了(le)以(yi)人(ren)工(gong)智能(neng)(neng)(neng)技術提升教(jiao)(jiao)師(shi)教(jiao)(jiao)與(yu)(yu)學(xue)(xue)的(de)(de)價(jia)值，豐(feng)富了(le)教(jiao)(jiao)師(shi)專(zhuan)(zhuan)業(ye)發展的(de)(de)內涵，促(cu)進了(le)教(jiao)(jiao)育教(jiao)(jiao)學(xue)(xue)的(de)(de)變革(ge)。

作者：孔震英 徐環