Dehumanization. Schools that employ AI tutors may overlook the ways tha

 

One morning shortly after Thanksgiving, 2022, we woke up to discover that technological capability had advanced by five years while we were sleeping. It took another week or two for us to realize it, but that event, the launch of ChatGPT, may have a more far-reaching effect on K-12 education than on any other sector of life.

2022年感恩节后不久的一个早晨，我们醒来发现，在我们睡觉的时候，技术能力已经进步了五年我们又过了一两个星期才意识到这一点，但这个事件——ChatGPT的推出——对K-12教育的影响可能比对生活中任何其他领域的影响都要深远。

In normal times, technology advances in step with its application, with the user experience, the interactions that unfold in and out of the classroom. Whiteboards become smart boards.

在正常情况下，技术的进步与它的应用、用户体验、课堂内外的互动是同步的白板变成了智能板But 2022–23 feels more like a dislocation. How will these remarkable advances emerge into the experience of students and teachers? We want to map that landscape in its earliest stage and watch how it evolves.。

但2022-23年感觉更像是一种错位这些显著的进步将如何体现在学生和教师的体验中?我们想要描绘出早期的景观，并观察它是如何演变的Many of the possibilities we describe in more detail below are unexplored, while others have been substantially investigated by startups, researchers, and — as 。

Ethan Mollick, a professor at Wharton, has emphasized — individual students and educators experimenting.

我们在下面详细描述的许多可能性还没有被探索过，而其他的可能性已经被创业公司、研究人员以及——正如沃顿商学院教授伊森·莫里克(Ethan Mollick)所强调的——个别学生和教育工作者进行了大量的研究It’s not easy to predict, but two paths seem possible.

The first is what has almost always happened to new technology in the classroom: it rearranges the furniture.

Laptops become expensive slide projectors. Personalized instruction winds up meaning worksheets with garish dashboards added. It was

recently estimated that the average teacher uses 86 such tools regularly.这并不容易预测，但似乎有两种可能首先是课堂上的新技术几乎总是会发生的事情:它重新布置了家具。

笔记本电脑变成了昂贵的幻灯机个性化的指导意味着工作表加上花哨的仪表板据最近估计，平均每个教师经常使用86种这样的工具The second path is that the inefficiency and dullness of the industrial way of schooling begin to disappear. Many of the teaching practices that learning science has shown to be most effective — such as active learning and frequent feedback — and most engaging for students — such as role play and project work — require significant time most teachers just don’t have. Could that change if every teacher had an assistant, a sort of copilot in the work of taking a class of students (with varying backgrounds, levels of engagement, and readiness-to-learn) from wherever they start to highly skilled, competent, and motivated young people?

第二条道路是，工业教育方式的低效率和沉闷开始消失许多学习科学的教学实践已经被证明是最有效的——比如主动学习和频繁反馈——以及最吸引学生的——比如角色扮演和项目学习——需要大量的时间，而大多数教师却没有如果每个老师都有一名助理，就像一名副驾驶一样，把一群学生(他们的背景、参与程度和学习准备程度各不相同)从任何地方带到高技能、有能力、有上进心的年轻人身上，这种情况会发生变化吗?

We will see.我们拭目以待(Note, even as a snapshot, our map is surely incomplete. Please let us know what we’ve missed.)。

（注意，即使作为一个快照，我们的地图也肯定是不完整的请让我们知道我们错过了什么）Compiled by Laurence Holt and Jacob Klein. Laurence is based in New York and has spent the last two decades leading innovation teams in for-profit and nonprofit K-12 organizations. Jacob is an edtech product leader, advisor, and entrepreneur based in Oakland, California. Special thanks to 。

Doug Jaffe for review.劳伦斯·霍尔特和雅各布·克莱因编译劳伦斯住在纽约，在过去的二十年里，他一直领导着营利性和非营利性K-12组织的创新团队雅各布是加州奥克兰的教育科技产品领导者、顾问和企业家。

特别感谢Doug Jaffe的评论

A PDF version of the map is here.Teacher Practice Support在教师实践上的支持Lesson plan generation / feedback课程计划生成/反馈

A teacher who wants to incorporate more writing into sixth grade science uses a tool like Nolejto generate a lesson based on an existing OpenSciEd plan but with an embedded writing activity.

一位希望在六年级科学课程中加入更多写作内容的老师使用Nolej这样的工具，根据现有的开放科学教育计划编写课程，但嵌入了写作活动Studies show that a surprising proportion of teachers do not have a core program but use their own lessons or search TeachersPayTeachers or Pinterest, with results of highly varying quality. For them, AI might represent a sort of TeachersPayTeachers on steroids.。

研究表明，比例惊人的教师没有核心课程，而是使用自己的课程或搜索TeachersPayTeachers或Pinterest（两款软件），结果质量参差不齐对他们来说，人工智能可能代表了一种打了类固醇的TeachersPayTeachers。

Tools need to get better at being guided by the teacher — eg, x minutes of group work, y minutes of class discussion, etc.

工具需要在老师的指导下变得更好——例如，x分钟的小组工作，y分钟的课堂讨论，等等An area of growth may be in generating adaptations of existing lessons rather than wholly new material: “I have to follow the Illustrative Math scope and sequence but can we make this activity a role play?”。

增长的一个领域可能是对现有课程的改编，而不是全新的材料:“我必须遵循图解数学的范围和顺序，但我们能把这个活动变成角色扮演吗?”Coherence could be a problem, unless tools generate a whole unit not an individual lesson.

连贯性可能是个问题，除非工具生成的是整个单元而不是单个课程Instruction coaching 教学指导A teacher records the audio of a lesson and uses a tool to get feedback on skills such as wait time and handling specific student misconceptions.。

老师录制一节课的音频，并使用一个工具来获得反馈，比如花时间处理特别学生的错误理解Tools allow a teacher to record a lesson and get automated analysis and feedback. Current tools like 。

TeachFX or Edthena provide analysis after class. Future tools may allow real-time coaching on screen or via an earbud.

工具允许教师记录一节课，并获得自动分析和反馈目前像TeachFX或Edthena这样的工具提供课后分析未来的工具可能允许在屏幕上或通过耳机进行实时指导Tools can help coach teachers on evidence-based frameworks such as Marzano or Danielson, supporting school-wide implementations.。

工具可以帮助指导教师使用Marzano或Danielson等基于证据的框架，支持在全校范围内实施Evidence in other sectors (eg, customer service) suggests a significant improvement in performance is possible through AI coaching.。

其他行业(如客户服务)的证据表明，通过人工智能指导，业绩有可能得到显著改善Audio quality remains an unsolved problem: some reports suggest the teacher is audible ~30% of the time and students hardly ever. Better audio equipment may be intrusive.。

音频质量仍然是一个未解决的问题:一些报告表明，老师在30%的时间里是可以听到的，而学生几乎没有更好的音响设备可能是侵入性的Some teachers worry about who will have access to recordings and transcripts.。

一些老师担心谁能拿到录音和成绩单The technique is currently better suited to whole class pedagogies, whereas effective practice may be more group oriented.。

该技术目前更适合于全班教学法，而有效的实践可能更以小组为导向Several researchers are working on more sophisticated analysis and feedback — eg, 。

Dora Demszky at Stanford.一些研究人员正在研究更复杂的分析和反馈，比如斯坦福大学的朵拉·德姆斯基Teaching advisor教学顾问An elementary school teacher finds that a subset of his class did not understand negative numbers. He uses AI to evaluate his current lesson plan, the students’ responses to in-class checks-for-understanding, and arrives at an alternative way to introduce the concept in small groups.。

一位小学老师发现他班上有一部分学生不懂负数他使用人工智能来评估他目前的课程计划，学生对课堂上的理解检查的反应，并找到一种在小组中介绍这一概念的替代方法If fine-tuned on pedagogy, an AI tool could play the role of coach and advisor to a teacher. For instance, it could give advice on specific ways to teach concepts, suggest alternatives, and diagnose student strengths and misconceptions.。

如果对教学方法进行微调，人工智能工具可以扮演教师的教练和顾问的角色例如，它可以就教授概念的具体方法给出建议，提出替代方案，并诊断学生的长处和理解错误Tools can also ingest an existing lesson and advise the teacher on improvements to it such as changes of pace, embedded checks for understanding, activities to ensure foundational skills are in place, connections to concepts students have already learned, etc.。

工具还可以吸收理解现有的课程，并建议教师对其进行改进，如节奏的变化、对理解的嵌入式检查、确保基本技能到位的活动、与学生已经学过的概念的联系等Competency-based grading基于能力的评价。

In a high school English unit, students zoom with refugees in order to write about their stories. The conversations are an opportunity for students to practice competencies including empathy and listening. An AI tool sends relevant snippets to the teacher to support competency-based feedback later.

在一个高中英语单元，学生们为了写他们的故事而特别关注了难民这些对话是学生练习移情和倾听等能力的机会人工智能工具将相关片段发送给教师，以支持之后基于能力的反馈Feedback and evaluation of transferable competencies — such as creative thinking and collaboration — is unfamiliar for most teachers. But evidence can often be found in student discussion or in work products such as presentations. AI tools could support teacher identification and evaluation of target competencies.。

对大多数教师来说，对可转移能力(如创造性思维和协作能力)的反馈和评估并不熟悉但证据通常可以在学生讨论或工作产品中找到，比如演示文稿人工智能工具可以支持教师识别和评估目标能力To be sufficiently accurate, tools will require units designed with specific competencies in mind, progressions for each competency, and good audio recording.。

为了足够准确，工具需要在设计时考虑到特定的能力，每个能力的进展，以及良好的音频记录Tracking student project work (PBL)跟踪学生项目工作(PBL)Students work on a project to create financial models for a new business. An AI tool tracks assets that students post to an LMS. The AI supports some students directly and provides daily reports to the teacher on who is making progress, what mathematics is incorporated into each student’s model, and who needs teacher support.。

学生们在一个项目上工作，为一项新业务创建财务模型一个人工智能工具跟踪学生发布到LMS的资产人工智能直接支持一些学生，每天向老师提供报告，告诉他们谁取得了进步，每个学生的模型中包含了哪些数学知识，以及谁需要老师的支持。

Keeping track of the diversity of student work in a project-based learning (PBL) class can be challenging for a single teacher. PBL teachers also have anxiety about which standards are being covered by which students and when. As a result, PBL is still a rare practice. AI supports could help it become more widespread.

在基于项目的学习(PBL)课程中跟踪学生作业的多样性对单个教师来说是具有挑战性的PBL教师还担心哪些学生在什么时候采用了哪些标准因此，PBL仍然是一种罕见的做法人工智能的支持可以帮助它变得更广泛If students keep a journal during the project, and/or post assets to a repository such as an LMS, an AI tool can analyze their work and both (a) support students direction, (b) provide a synthesis to the teacher, and (c) alert the teacher when individual students need support.

如果学生在项目期间写日记，和/或将资产发布到存储库(如LMS)，人工智能工具可以分析他们的工作，并(a)支持学生的方向，(b)为教师提供综述，(c)在个别学生需要支持时提醒教师Collaboration around content + practice。

围绕内容+实践的协作An elementary school teacher, frustrated with the procedural approach to fractions in her math program, turns to an AI-moderated professional learning platform. There she is able to connect with like-minded teachers, have articles and research papers recommended to her automatically, participate in discussion with AI as subject-matter expert, and ultimately select new activities for her class.

一位小学教师对数学课程中分数的程序化方法感到沮丧，于是求助于人工智能管理的专业学习平台在那里，她可以与志同道合的老师联系，自动推荐文章和研究论文，以主题专家的身份与AI参与讨论，并最终为她的班级选择新的活动。

Online collaboration and Professional Learning Communities (PLCs) often don’t attract a critical mass of educators and so never quite ignite. AI tools could make them much more active places.

在线协作和专业学习社区(plc)往往不能吸引到足够多的教育工作者，因此从未真正点燃人工智能工具可以让它们变得更加活跃AI-powered collaboration tools can understand a teacher’s focus and challenges, match them with similar educators, and inject relevant research and blog posts into the conversation.。

基于人工智能的协作工具可以了解教师的关注点和挑战，将他们与类似的教育工作者进行匹配，并在对话中注入相关的研究和博客文章Analysis of student data学生数据分析An elementary school teacher uses data from reading running records to analyze growth for students who have been receiving an intervention: Has their growth accelerated? Who is responding to the intervention and who is not? What words do they most frequently miss as a group? What skills do they no longer need to work on? She uses the data at a meeting with the interventionist to optimize the instruction and to re-assign students to groups that fit them better.。

一位小学老师使用阅读跑步记录的数据来分析接受干预的学生的成长:他们的成长加速了吗?谁对干预有反应，谁没有?作为一个群体，他们最常遗漏的单词是什么?他们不再需要学习哪些技能?她在与干预专家的会议上使用这些数据来优化教学，并将学生重新分配到更适合他们的小组。

AI can ingest student data (eg, in CSV format or as a pasted table) and perform analyses on it, suggesting optimal student grouping, focus areas, and generating other insights.

人工智能可以摄取学生数据(例如，以CSV格式或粘贴表的形式)并对其进行分析，建议最佳的学生分组，重点领域，并产生其他见解Tool’s that can perform analysis and data visualization include OpenAI’s 。

Code Interpreter and Channel. For instance, you could upload NWEA MAP data from several cohorts and ask the tool to identify areas with the strongest and weakest growth, or ask for an analysis of summer loss, or combine data from several sources to build a detailed, cross-subject picture of a class.

可以执行分析和数据可视化的工具包括OpenAI的代码解释器和通道例如，您可以上传来自几个队列的NWEA MAP数据，并要求该工具确定增长最强和最弱的区域，或者要求对夏季损失进行分析，或者结合来自多个来源的数据来构建一个详细的，跨学科的班级图片。

Background knowledge refresh背景知识更新A middle grades science teacher wants to anticipate challenging questions her student might ask while discussing the human circulatory system.

一位初中科学老师想要预测学生在讨论人体循环系统时可能会提出的具有挑战性的问题Educators may want to refresh or deepen their knowledge of a topic before running an open discussion of it, especially if they didn’t major in the topic.。

在进行公开讨论之前，教育工作者可能想要更新或加深他们对某个主题的知识，特别是如果他们不是主修该主题的话People may be more willing to ask for help from an AI than a peer or their supervisor.。

人们可能更愿意向人工智能寻求帮助，而不是向同事或上司寻求帮助Teachers who follow the curriculum closely rather than “teaching the domain” may get less value from a refresh but miss the engagement that can come from pursuing student-led inquiry.。

紧跟课程而不是“教授领域”的教师可能会从更新中获得较少的价值，但却错过了追求学生主导的探究所带来的参与Admin support to free teacher time老师业余时间的管理An elementary school teacher who used to spend an hour at the end of each week compiling a summary of what students will work on next week for a parent-facing app, now relies on AI. She pastes links to and extracts from reading, math, and other curricula into a chat window and asks for a parent-friendly version. She reviews the result, adds an anecdotal sentence, and posts within five minutes.。

一位小学老师曾经在每周结束时花一个小时为一款面向家长的应用编写学生下周要学习的内容摘要，现在他依靠人工智能她将阅读、数学和其他课程的链接和摘录粘贴到一个聊天窗口中，并要求提供适合家长的版本她回顾了结果，添加了一个轶事句子，并在五分钟内发布。

A major obstacle to teachers implementing new and better practices is lack of time. Teachers may not have capacity to provide personalized feedback and support, or to plan for new pedagogical methods, even though they would like to.

教师实施新的和更好的做法的一个主要障碍是缺乏时间教师可能没有能力提供个性化的反馈和支持，或者计划新的教学方法，即使他们想这样做Like a human assistant, AI tools could perform some teacher tasks such as drafting emails to colleagues and parents, responding to parent inquiries, inputting grades to the SIS, and tracking homework completion and use of supplemental digital tools.。

就像人类助手一样，人工智能工具可以执行一些教师的任务，比如起草给同事和家长的电子邮件，回应家长的询问，向SIS输入成绩，跟踪家庭作业的完成情况，以及使用补充的数字工具AI can provide a natural language interface to common tasks — eg, “send the class a reminder that their prototype is due this Friday” which generate a post to the LMS.。

人工智能可以为常见任务提供自然语言界面，例如，“向班级发送提醒，提醒他们的原型将于本周五到期”，这将生成一个帖子到LMSIncorporating research-based practice综合研究性实践。

A reading coach finds a journal paper for a method of teaching vocabulary. She uses Elicit to get a summary of the paper and ask questions about the specifics of implementation. Then she generates a protocol customized to the vocabulary words she will be teaching in her next session.

阅读教练找到一篇期刊论文作为教授词汇的方法她使用Elicit来获得论文的摘要，并询问有关实现细节的问题然后，她根据下一节课要教的词汇生成一个定制的计划Educators are, like doctors, expected to read the latest research on teaching methods and incorporate them into their teaching. Very few have the time or skills to do so unaided.。

教育工作者就像博士一样，需要阅读有关教学方法的最新研究，并将其纳入自己的教学中很少有人有时间或技能独自做到这一点AI tools can find relevant papers, summarize them, answer questions as if they were the paper’s author, and even generate sample lesson segments incorporating the practice and customized for the topic a teacher is about to teach. This could potentially help bridge the long-standing research-to-practice gap in K-12 education.。

人工智能工具可以找到相关的论文，总结它们，回答问题，就像它们是论文的作者一样，甚至可以生成包含实践的样本课程片段，并根据教师即将教授的主题进行定制这可能有助于弥合K-12教育中长期存在的从研究到实践的差距。

Classroom Material课堂材料Activity-specific content专门的活动内容A tenth grade US history teacher wants to find a more engaging method of teaching the Cold War. He uses an AI tool to create a role-play simulation in which students play US and Soviet leaders in a re-enactment of the Cuban Missile Crisis. Before the simulation, students work in groups to research and write briefing documents for the players.

一位美国十年级的历史老师想找到一种更吸引人的方法来教授冷战他使用人工智能工具创建了一个角色扮演模拟游戏，让学生在古巴导弹危机的重演中扮演美国和苏联领导人在模拟之前，学生们分组研究并为演员撰写简报文件Many evidence-based and highly engaging methods of teaching require significant additional teacher effort to prepare. AI tools can dramatically reduce that effort, allowing a much larger proportion of teachers to use them.

许多以证据为基础的、高度吸引人的教学方法需要教师付出大量额外的努力来准备人工智能工具可以大大减少这种努力，让更多的教师使用它们Tools can take a topic or resource and design a jigsaw exercise for student groups with research and discussion prompts.。

工具可以选择一个主题或资源，为学生群体设计一个拼图练习，并提供研究和讨论提示AI can generate role play materials — eg, you are a 1920s door-to-door vacuum cleaner salesperson (so you’ll have to be able to explain what a vacuum is). The AI could also play one of the roles.。

人工智能可以生成角色扮演材料——例如，你是20世纪20年代挨家挨户推销真空吸尘器的销售员(所以你必须能够解释什么是真空)人工智能也可以扮演其中一个角色AI can set up a debate on a topic and help students prepare.。

人工智能可以就一个话题进行辩论，并帮助学生做好准备AI can support teachers in creating activities based on research-based strategies such as contrasting cases (eg,。

Dan Schwartz, Stanford), for example contrasting the graphs of equations that differ only in their use of +/- operators.

人工智能可以支持教师创建基于研究策略的活动，例如对比案例(例如，斯坦福大学的丹·施瓦茨)，例如对比仅在使用+/-运算符方面不同的方程Flipping the classroom, in which students study independently what would previously have been the subject of a teacher lecture and then spend teacher-time on applications and problem-solving, can be effective but hard work. AI can generate materials to support it and work with students while the teacher circulates.。

翻转课堂，让学生独立学习原本是老师讲课的主题，然后把老师的时间花在应用和解决问题上，这可能是一项有效但艰苦的工作人工智能可以生成材料来支持它，并在老师走动时与学生一起工作Explanations解释A high school biology class includes several students with below grade-level reading comprehension. The teacher decides to augment classroom explanations with those written in considerate text — ie, at the students’ level. She takes existing content and uses AI to rewrite it. She uses questions generated by the AI to get feedback from students on whether they understood the explanation.

一个高中生物课上有几个学生的阅读理解水平低于年级水平老师决定在课堂上用那些写在深思熟虑的文本上的解释来增加课堂解释——也就是说，在学生的层面上她使用人工智能重写现有内容她使用人工智能生成的问题来获得学生是否理解解释的反馈。

A basic element of instruction is explanation — of a concept, a big idea, a process, an event, etc. There is evidence that

explanations customized to individual learners are more effective.教学的一个基本要素是解释——一个概念、一个大想法、一个过程、一个事件等。

有证据表明，为个别学习者定制的解释更有效For instance, AI tools such as DiffIt can help a teacher take an existing explanation and re-write it at any reading level. if the AI has data on the student’s knowledge level (eg, previous assessment data or student work), it can take that into account. Explanations that rely on prior knowledge a student doesn’t have are, of course, not very helpful.

例如，像DiffIt这样的人工智能工具可以帮助教师将现有的解释改写为任何阅读水平如果人工智能有关于学生知识水平的数据(例如，以前的评估数据或学生作业)，它可以考虑到这一点当然，依赖于学生没有的先验知识的解释并不是很有帮助。

The tool can also create explanations that incorporate specific student interests, for instance explaining area and volume in terms of Minecraft.

该工具还可以创建包含特定学生兴趣的解释，例如用《我的世界》解释面积和体积Tools like Revyze and PeerTeach allow students to create explanations for each other and can use AI to ensure the contents are accurate before sharing. Students may find explanations created by peers to be more accessible.。

Revyze和PeerTeach等工具允许学生为彼此创建解释，并可以在分享之前使用人工智能来确保内容的准确性学生们可能会发现同学们的解释更容易理解To spice things up a little, AI can generate explanations in unusual formats, for instance a ballad, hip-hop song, or story explaining DNA-RNA-protein. Tools can also create animations or YouTube-like videos (。

Prof Jim) from explanation text.更有趣的是，人工智能可以以不寻常的格式生成解释，例如民谣、嘻哈歌曲或解释DNA - RNA -蛋白质的故事工具还可以从解释文本中创建动画或类似youtube的视频(Prof Jim)。

Student questions generation学生问题生成A sixth grade student practicing unit rate questions asks her AI for questions based on Pixar movies. The AI says to complete her assignment she can answer either six moderately difficult questions, four challenging questions, or two formidable questions. She takes a deep breath and plunges in.

一个正在练习单位率问题的六年级学生，问她的人工智能助手关于皮克斯电影的问题人工智能表示，为了完成任务，她可以回答六个中等难度的问题，四个具有挑战性的问题，或者两个令人生畏的问题她深吸一口气，一头扎进去US classrooms use millions of questions and prompts for practice and formative assessment every day. In both cases, variety is good. But it is time-consuming to generate the perfect question set. AI tools such as

PrepAI, to teach_ and Mindgrasp can take a content area and generate questions together with rubrics and model answers.

美国教室每天使用数以百万计的问题和提示进行练习和形成性评估在这两种情况下，多样性都是好的但是生成完美的问题集是很耗时的PrepAI、to teach_和Mindgrasp等人工智能工具可以获取一个内容区域，并生成带有规则和模型答案的问题。

Tools can generate a variety of questions: multiple choice, short answer, essay prompts, exit tickets, etc.

工具可以生成各种各样的问题:选择题、简答题、作文提示、退场票等They will evolve to offer questions that are customized to student interests, to different levels of challenge, different levels of Bloom’s taxonomy, open-ended 。

Fermi problems, and mini-projects.它们将不断发展，提供针对学生兴趣、不同层次的挑战、不同层次的布鲁姆分类法、开放式费米问题和微型项目式学习而定制的问题(Importantly, they can also automatically grade all these types of problems and give students detailed feedback. See “Feedback on student work” below.)。

（重要的是，他们还可以自动为所有这些类型的问题评分，并给学生详细的反馈参见下面的“对学生作业的反馈”）Active learning embeds主动学习的嵌入A middle school science teacher uses AI to take an existing lesson on plate tectonics and generate several challenging questions. The teacher selects one about the implications of tectonics. Students turn and talk then record their answers with feedback from AI. The teacher gets an evaluation of which students have understood the lesson so far.。

一名中学科学老师使用人工智能来教授现有的板块构造课，并提出了几个具有挑战性的问题老师选了一篇关于构造学含义的文章学生们转身说话，然后用人工智能的反馈记录下他们的答案老师得到一个评价，评价哪些学生到目前为止理解了这节课。

Active learning is a much more effective method than traditional classroom teaching but it has proven difficult

to train teachers to convert their lessons to active ones. AI tools could take an existing lesson and suggest active adaptations.

主动学习是一种比传统课堂教学更有效的方法，但事实证明，培训教师将课堂转化为主动学习是很困难的人工智能工具可以吸取现有的教训，并提出积极的适应建议For instance, an AI tool can take the text of a traditional lesson and suggest active learning embeds such as having students break into groups to research a topic or work on problems. Students can receive feedback in real-time and AI could alert the teacher to groups who need further challenge or support.。

例如，人工智能工具可以获取传统课程的文本，并建议主动学习嵌入，例如让学生分成小组研究一个主题或解决问题学生可以实时收到反馈，人工智能可以提醒老师哪些群体需要进一步的挑战或支持Alternatively, the AI tool could convert an existing lesson into engaging media such as video with embedded questions, or a student interview with a character from science or history.。

或者，人工智能工具可以将现有的课程转换为引人入胜的媒体，如嵌入问题的视频，或学生对科学或历史人物的采访Focus on big ideas聚焦大概念（重要的思想、核心思想）An elementary school teacher, worried that her current unit on fraction focuses too much on algorithms and manipulations rather than the big idea uses AI to generate an alternative sequence. The AI recommends a number line game from the research literature designed to emphasize that a fraction is a number.。

一位小学教师，担心她目前的分数单元过于关注算法和操作，而不是使用人工智能生成替代数列的大想法人工智能从研究文献中推荐了一个数轴游戏，旨在强调分数是一个数字Off-the-shelf curricula sometimes attempt to cover so much ground that the big ideas get lost. For example, it is common to find entire units on fractions that fail to drive home the point that a fraction is a number.。

现成的课程有时试图涵盖太多的内容，以至于遗漏了重要的思想例如，经常会发现分数上的整个单元的课程都不能说明分数是一个数字AI can identify big ideas — in existing content, from standards, or by topic — and generate lesson material such as video, animation, or checks-for-understanding in varying contexts to ensure students have a solid grasp on the idea before going on to apply it.。

人工智能可以从现有内容、标准或主题中识别出重要的思想，并在不同的背景下生成视频、动画或理解检查等课程材料，以确保学生在应用之前对思想有一个坚实的掌握Focus on transfer聚焦迁移An elementary school teacher notices that his students are adept at solving fractions problems but not at using them in real-world situations. He uses AI to generate fractions problems at fourth grade level across a wide range of contexts and has groups of students select three different contexts to work on.。

一位小学老师注意到他的学生擅长解决分数问题，但不擅长在现实生活中使用它们他使用人工智能在广泛的环境中生成四年级水平的分数问题，并让学生小组选择三种不同的环境进行研究Transfer is the ultimate goal of learning — enabling the learner to apply skills in new situations. Research shows that transfer is enhanced by practicing skills in varied contexts, for instance solving equations in abstract, word-problem, and authentic real-world situations.。

迁移是学习的最终目标——使学习者能够在新的情况下应用技能研究表明，通过在不同的环境中练习技能，例如在抽象、文字问题和真实的现实世界中解决方程，可以增强迁移能力AI tools can generate examples — including questions with and without solutions — across varying contexts, including the real world.。

人工智能工具可以在不同的环境(包括现实世界)中生成示例，包括有或没有解决方案的问题Tools can identify connections with similar concepts in other subjects, aiding transfer.。

工具可以识别与其他学科中类似概念的联系，帮助迁移And tools can interleave examples of two or three different skills, so that students don’t always know what skill to expect.。

而且工具可以穿插两到三种不同技能的例子，所以学生并不总是知道该期待什么技能Worked examples有效的案例A fifth grade math teacher wants to provide extra support to three of her students. She uses AI to generate worked examples interleaved with practice problems and compile them into a booklet she sends home with the students.。

一位五年级的数学老师想为她的三个学生提供额外的支持她使用人工智能生成与实践问题交织在一起的工作示例，并将它们汇编成一本小册子，寄给学生们Worked examples — step-by-step demonstrations of how experts solve problems — 。

improve students’ ability to solve similar problems. Without examples, students sometimes reinforce flawed strategies.

工作实例-一步一步示范专家如何解决问题-提高学生解决类似问题的能力如果没有例子，学生们有时会强化有缺陷的策略AI tools can generate worked examples (both correct and incorrect — students identify the misstep) for a given topic. Examples can be interleaved with practice problems, similar to those included in professional programs such as。

Algebra By Example.人工智能工具可以为给定的主题生成工作示例(包括正确的和错误的-学生识别错误)例子可以与实践问题交织在一起，类似于专业程序中包含的例子代数Flashcard generation生成抽认卡。

A global history teacher takes a video on the industrial revolution and uses AI to generate flashcards based on the video transcript. She includes the flashcards in a digital study guide she posts to her class via the LMS.

一位全球历史教师拍摄了一段有关工业革命的视频，并利用人工智能(AI)根据视频文本生成抽认卡她将抽认卡包含在电子学习指南中，并通过LMS发布给她的班级AI can take text or video-transcript content and generate flashcards from it. For some types of material — eg, vocabulary — flashcards can be a helpful way for students to learn. Many flashcard apps provide practice based on。

spaced repetition which aids retention.人工智能可以获取文本或视频内容，并从中生成抽认卡对于某些类型的材料，例如词汇，抽认卡对学生的学习是很有帮助的许多抽认卡应用程序提供基于间隔重复的练习，这有助于记忆。

Flashcard apps like Quizlet and Anki and classroom engagement apps such as Kahoot are incorporating AI to generate flashcards and other formats such as quizzes and games.

像Quizlet和Anki这样的抽认卡应用，以及像Kahoot这样的课堂参与应用，正在整合人工智能来生成抽认卡和其他格式，比如测验和游戏A student can highlight any term, from any class, that they are unsure of, to add to their personal spaced-repetition flashcard bank.。

学生可以在他们不确定的任何一节课的任何一个词上做标记，将其添加到他们的个人记忆卡库中Vocabulary / glossary词汇表An elementary school teacher beginning a unit on the weather uses AI to create a glossary of terms with definitions, examples, and etymologies at a fourth grade reading level and with translations to Spanish. She asks the AI to create claymation images for each of the examples which she includes in the glossary.。

一名小学教师在开设一门关于天气的课程时，使用人工智能创建了一个四年级阅读水平的术语词汇表，包括定义、例子和词源，并翻译成西班牙语她要求人工智能为她在词汇表中包含的每个例子创建动画图像AI can take text or video-transcript content and generate a vocabulary list or glossary for it including definitions, usage examples, and etymology.。

人工智能可以获取文本或视频文本内容，并为其生成词汇表或词汇表，包括定义、用法示例和词源The glossary can include definitions written at a specific reading level and/or translated into a student’s home language.。

词汇表可以包括以特定阅读水平编写的定义和/或翻译成学生的母语Quiz questions测验问题An elementary school teacher wants to check that students have read and understood their homework reading: a short book on Paul Revere’s ride. The teacher uses AI to generate four questions per chapter, one at each Depth of Knowledge (DOK) level 1 through 4. He includes the quiz questions in a take-home pack for students.。

一位小学老师想检查学生是否已经阅读并理解了他们的家庭作业:一本关于保罗·里维尔(Paul Revere)坐骑的小书教师使用人工智能每章生成四个问题，每个问题对应知识深度(DOK) 1到4级他给学生们准备了一个带回家的小测验题目。

AI can generate quiz questions based on a text or video transcript. Questions could be multiple choice, short answer, etc, at a specified Depth of Knowledge level or Bloom’s Taxonomy level. They can include model answers for the teacher.

人工智能可以根据文本或视频文本生成测验问题问题可以是多项选择，简答等，在特定的知识深度级别或Bloom的分类级别他们可以为老师提供样板答案Graphic organizers图示组织者A middle school science teacher is teaching a unit on ecosystems. She uses AI to generate a graphic organizer for a food web from producer to decomposer. She includes multiple blank versions of the organizer in a handout for students together with one model food chain, completed by the AI a pond ecosystem.。

一位中学科学老师正在教授生态系统单元她使用人工智能为食物网从生产者到分解者生成一个图形组织者她在发给学生的讲义中包含了多个空白版本的组织者，以及一个由人工智能池塘生态系统完成的食物链模型With help from plug-ins like 。

Show Me, AI tools are already capable of rendering diagrams, such as a graphic organizer for a topic. They can also create a partially complete version of the graphic for students to fill in.

在Show Me等插件的帮助下，人工智能工具已经能够渲染图表，比如一个主题的图形管理器他们还可以创建一个部分完整的图形版本供学生填写Just-in-time skill builder即时技能建设者A student working on a project to build and tune a wind instrument realizes she can’t succeed through trial and error tuning. At the prompting of her teacher, she collects data on the frequencies produced by different lengths of tube. But she is stuck in figuring out how to plot the data and fit a curve to it in a spreadsheet. She turns to an AI tool that walks her through the process and explains the underlying math in a way that gets her back to the project quickly.

一个学生在参与一个项目式学习时要建立和调整一个管乐器，她意识到不能通过试验和错误的调整而获得成功在老师的提示下，她收集了不同长度的管子产生的频率数据但她一直纠结于如何在电子表格中绘制数据并拟合曲线她求助于一个人工智能工具，帮助她完成整个过程，并以一种让她快速回到项目中的方式解释潜在的数学问题。

Highly engaging learning experiences — projects, role plays, simulations, etc — often deliver students to a moment where they are motivated to upgrade their skills. Ideally, a teacher is right there but that can be difficult to orchestrate, especially across a whole class.

高参与度的学习体验——项目、角色扮演、模拟等——通常会让学生有动力提升自己的技能理想情况下，老师就在那里，但这可能很难协调，尤其是在整个班级AI tools could step in providing just-in-time skill-specific instruction. That could be content that is part of a curriculum, provided by the teacher, generated by AI, or curated by AI from high-quality open content.。

人工智能工具可以介入，提供及时的特定技能指导这些内容可以是课程的一部分，由老师提供，由人工智能生成，或者由人工智能从高质量的开放内容中策划Just-in-time content is likely to be more effective if it refers to the specific context the student is in. For instance, if a student wants to fit a curve to air pollution data, the AI could incorporate that context into the instruction.。

如果即时内容涉及到学生所处的特定环境，那么它可能会更有效例如，如果一个学生想要拟合空气污染数据的曲线，人工智能可以将该背景整合到指令中Extended learning拓展学习A middle school student who appears already to have a good grasp of natural selection is given a choice of extension questions to research. She is concerned about the environment and so chooses to find and report on an example of human activity influencing species via natural selection. She creates a video describing pesticide resistance in insects. The AI asks for more detail about the long-term consequences and strategies to mitigate them which the student enthusiastically provides in a follow-up video.。

一个似乎已经很好地掌握了自然选择的中学生被要求选择研究的扩展问题她关心环境，因此选择寻找并报告一个人类活动通过自然选择影响物种的例子她制作了一个视频来描述昆虫的杀虫剂抗性人工智能要求学生提供更多关于长期后果和缓解策略的细节，学生在后续视频中热情地提供了这些细节。

AI tools can provide extended learning, enrichment, and new challenges to students who are ready to go further. The AI can offer a set of directions for a student to pursue, enhancing engagement. Rather than just previewing the next unit, extensions can go deeper into the existing topic.

人工智能工具可以为那些准备走得更远的学生提供扩展的学习、丰富和新的挑战人工智能可以为学生提供一系列方向，提高参与度扩展不仅可以预览下一个单元，还可以深入到现有的主题Extensions can build autonomy for instance by generating a big question for the student to research. The student can present ideas to be evaluated by the AI which also reports progress to their teacher.。

扩展可以建立自主性，例如，通过生成一个大问题供学生研究学生可以提出想法，由人工智能进行评估，并向老师报告进度Connecting new content to old连接新旧内容A high school history teacher wants to make a strong connection from the ideas in US founding documents to the Enlightenment precursors. An AI tool suggests that students read excerpts from John Locke that have been curated to highlight the relevant ideas and create a graphical representation showing the connections. The AI pinpoints the excerpts, generates a rubric, provides a model answer for the teacher, and gives feedback on student responses.。

一位高中历史老师想把美国建国文件中的思想与启蒙运动的先驱联系起来一个人工智能工具建议学生们阅读约翰·洛克(John Locke)的节选，这些节选经过精心策划，以突出相关观点，并创建一个图形表示，以显示它们之间的联系。

人工智能会精确定位这些摘录，生成一个标题，为老师提供一个模型答案，并根据学生的回答给出反馈The press to get through content in subjects such as history can leave students with a feeling of disconnected silos. To offset that, teachers can make deliberate connections across material.

读完历史等科目内容的压力会让学生产生一种孤立的感觉为了弥补这一点，教师可以故意在材料之间建立联系AI can help identify connections based on, for example, the full course syllabus. It can also generate content and activities to deepen the connection such as a graphic organizer mapping the ideas driving the American Revolution and founding documents to the Enlightenment precursors that inspired them.。

例如，人工智能可以帮助识别基于完整课程大纲的联系它还可以生成内容和活动来加深联系，比如一个图形组织者将推动美国革命和创始文件的思想映射到启发他们的启蒙运动的先驱This approach can also be used to “spiral” — ie, revisit prior material but with increased richness and complexity.。

这种方法也可以用于“螺旋”-即重新访问先前的材料，但增加了丰富性和复杂性Personalized reading material个人阅读材料An elementary school teacher transforms daily reading time by giving students a tool to create their own on-level books aligned with a unit on Greek myths they are studying. The AI tool generates a mini-book for each student based on their favorite mythological character and creates illustrations to match. The books include comprehension checks embedded in the text. The teacher prints each book out so her students can share it with the class and with family.。

一位小学老师改变了每天的阅读时间，给学生一个工具，让他们根据正在学习的希腊神话单元创作自己的分级书籍这个人工智能工具会根据每个学生最喜欢的神话人物为他们生成一本迷你书，并为其绘制插图这些书在课文中包含了理解检查。

老师把每本书都打印出来，这样她的学生就可以和全班同学以及家人分享了Early readers need lots of reading material for practice. But curating a book set that combines narrative and non-fiction text matching both the student’s reading level and interests is challenging.

早期读者需要大量的阅读材料来练习但是，策划一套既符合学生阅读水平又符合学生兴趣的叙事类和非虚构类读物是一项挑战AI tools such as Koalluh can both identify suitable texts in the classroom library and, perhaps more importantly, generate new texts that fit perfectly. They can target phonics skills and embed comprehension checks. They can ensure vocabulary words are reinforced across texts rather than appearing only once, which makes learning more difficult.。

像Koalluh这样的人工智能工具既可以识别教室图书馆中合适的文本，也许更重要的是，可以生成完美匹配的新文本他们可以针对语音技能和嵌入理解测试他们可以确保词汇在课文中得到强化，而不是只出现一次，这使得学习变得更加困难。

Children can customize characters, choose how the plot unfolds (learning about story structure), and even change illustration styles.

孩子们可以自定义角色，选择情节如何展开(学习故事结构)，甚至改变插图风格Less-cheatable questions​减少作弊的问题A high school English teacher, worried that students may be using a chatbot to write essays, employs AI to interview students individually on their essay: what research they did, how they decided to structure the essay, what they left out, etc.。

一位高中英语老师担心学生可能会用聊天机器人写论文，于是使用人工智能对学生的论文进行单独采访:他们做了什么研究，他们如何决定文章的结构，他们遗漏了什么，等等Students are already using ChatGPT to write essays and answer worksheet questions.。

GPTZero and others offer AI detection.学生们已经在使用ChatGPT写文章和回答练习题了GPTZero和其他公司提供人工智能检测AI tools can, though, be used to make cheating difficult. For instance, an AI tool can question a student about their essay, what research they performed, decisions they made, their writing process, etc.。

然而，人工智能工具可以用来使作弊变得困难例如，人工智能工具可以询问学生的论文，他们做了什么研究，他们做了什么决定，他们的写作过程等等Teachers can also give alternate format questions: instead of having students summarize an article — something an AI does easily -ask them to record a presentation with audio or video, using AI to automatically generate a transcript and act as evaluator of the result.。

老师也可以给出其他形式的问题:不要让学生总结一篇文章——人工智能很容易做到这一点——而是让他们用音频或视频录制一篇演讲，用人工智能自动生成一份文字记录，并作为结果的评估者If the purpose of teaching writing is, in some large part, to teach analytical thinking, there may be other ways to do the same. For example, some teachers embrace AI-as-essay-writer and ask students to analyze, fact-check, and improve on the generated essays.。

如果教学写作的目的在很大程度上是为了教授分析性思维，那么可能还有其他方法可以做到这一点例如，一些教师接受人工智能作为论文作者，并要求学生分析，事实核查和改进生成的文章Evaluation + Feedback评价与反馈。

Holistic assessment (based on longitudinal student work)整体评估(基于纵向学生作业)A state agency proposes releasing multiple hours of formal assessment time to be used for instruction. Science faculty get together to develop a series of authentic performance tasks such as designing, building, and launching a rocket. Students use AI to curate a portfolio of work on the tasks including blog posts, video transcripts, and spreadsheets. The AI produces data for each student that mirrors and exceeds the traditional assessment data. After two years, the state drops the formal assessment requirement.

一个州机构提议释放几个小时的正式评估时间用于教学科学教师聚在一起开发一系列真实的表演任务，如设计、建造和发射火箭学生们使用人工智能来整理工作组合，包括博客文章、视频记录和电子表格人工智能为每个学生生成的数据反映并超过了传统的评估数据。

两年后，该州取消了正式的评估要求The dream of educators is that assessment as a separate, invasive moment could disappear and instead be fully embedded in instruction. (Formative assessment, embedded in instruction, is an

important part of learning and should not disappear, of course.) AI tools may bring that dream closer to reality.

教育工作者的梦想是，评估作为一个独立的、侵入性的时刻可以消失，而是完全嵌入到教学中(当然，融入教学的形成性评估是学习的重要组成部分，不应该消失)人工智能工具可能会让这个梦想更接近现实An AI tool could have access to the complete corpus of a student’s work across multiple years of development. The tool could track a student’s growth with respect to state standards (and other competency-based dimensions such as creativity), providing both the student and their teachers with a much richer view of what they know and can do.。

人工智能工具可以访问学生多年发展的完整语料库该工具可以根据国家标准(以及其他基于能力的维度，如创造力)跟踪学生的成长，为学生和他们的老师提供更丰富的视角，了解他们知道什么和能做什么Initially, formal assessment will continue in order to provide ‘ground truth’ to calibrate the AI. Over time, the AI’s insights will become more valuable than those of a single, two-hour snapshot which often will not accurately represent what the student is capable of.。

最初，将继续进行正式评估，以提供“基本事实”来校准人工智能随着时间的推移，人工智能的洞察力将比单个的两小时快照更有价值，因为这些快照通常不能准确地代表学生的能力This ‘holistic’ approach also allows more authentic assessment — eg, performance tasks and real-world projects rather than multiple choice questions and essays.。

这种“整体”的方法也允许更真实的评估——例如，执行任务和现实世界的项目，而不是选择题和论文Note that the approach will only work if the student has been assigned grade-level, rigorous work to evaluate.。

请注意，这种方法只有在学生被分配了年级级别的、严格的工作来评估时才有效Feedback on student work学生作业的反馈Elementary school students in a class studying the run up to the Civil War write two pages summarizing their understanding of events and causes. They get feedback from an AI tool that helps them improve their essay across several dimensions: their argument (eg, do they cite evidence), the clarity of reasoning, their understanding of specific events, and the completeness of their work. They can see their essay becoming stronger on each dimension as they work.。

在一个研究南北战争爆发的班级里，小学生们写两页纸来总结他们对事件和原因的理解他们从人工智能工具获得反馈，帮助他们从几个方面改进论文:他们的论点(例如，他们是否引用证据)，推理的清晰度，他们对特定事件的理解，以及他们工作的完整性。

他们可以看到他们的文章在每个方面都变得越来越强Learners advance by means of feedback on their work that is (a) immediate, or close to it and (b) includes an opportunity for them to try again. Since this requires a great deal of teacher effort, students typically don’t receive the optimal amount of feedback. This has led to a proliferation of low-rigor exercises that can be automatically graded.

学习者通过对他们的工作的反馈来进步，这些反馈是(a)直接的，或接近的，(b)包括他们再次尝试的机会因为这需要老师付出很大的努力，所以学生通常得不到最佳的反馈这导致了可以自动评分的低强度练习的激增AI tools can generate feedback instantly and repeatedly including for high-rigor prompts such as making persuasive arguments and solving multi-part problems.

人工智能工具可以即时、重复地生成反馈，包括提出有说服力的论点和解决多部分问题等高度严格的提示AI is especially good at language so feedback on writing (。

Wordtune,Grammerly) is already strong.人工智能尤其擅长语言，所以关于写作(Wordtune,Grammerly)的反馈已经很强了Automated feedback allows students to iterate: not just to answer and find out if they were correct but to revise and extend (Quill) until they have a high-quality response.。

自动反馈允许学生迭代:不只是回答和发现他们是否正确，而是修改和扩展(羽毛笔)，直到他们有一个高质量的回应Feedback on short-answer questions across subjects is also already very good, though hallucinations sometimes occur.。

跨科目的简答题反馈也已经很好了，尽管有时会出现幻觉Feedback on high-rigor, open-ended math problems is less advanced (Mathnet) since student work often takes the form of sketches and handwritten computations.

对高度严格的开放式数学问题的反馈不太先进(Mathnet)，因为学生的作业通常采用草图和手写计算的形式Identification of student thinking识别学生的思维A middle school class working on unit rate answers an exit ticket on paper, drawing diagrams, tables, number lines, solving long division problems, scrawling arrows connecting parts, crossing out and starting over. They take a photo of their work and an AI tool takes a few seconds to identify thinking, whatever solution path they take, and separates conceptual understanding from computational error in an instant report to the teacher.。

一个中学班级正在做单位汇率问题，在纸上回答一张离场票，画图表、表格、数轴，解决长除法问题，潦草地画出连接部件的箭头，划掉，然后重新开始他们给自己的作业拍张照片，人工智能工具会花几秒钟的时间来识别思维，无论他们采取什么解决方案，都会将概念理解与计算错误区分开来，并立即向老师报告。

The last 20 years of proliferation of machine-scored assessment have had the perhaps unintended consequence that students seldom encounter deeper, open-ended problems, especially in STEM subjects. This, in turn, puts the emphasis back onto procedural thinking, often just tricks students have memorized (flip-and-multiply) and away from conceptual understanding.

过去20年，机器评分评估的普及可能带来了意想不到的后果，即学生很少遇到更深层次的开放式问题，尤其是在STEM科目中反过来，这又把重点放在了程序性思维上，通常只是学生记忆的技巧(翻转和乘法)，而不是概念性的理解。

Initiatives like Mathnet are developing AI tools to do what teachers can do: look at a student’s written approach to an open-ended problem and identify (a) evidence of conceptual understanding, (b) gaps in understanding, © computational errors. In this analysis, judging the solution correct or requiring of student students a single, ‘official’ solution path is not as important as uncovering the student’s mathematical thinking.

Mathnet等项目正在开发人工智能工具，以完成教师可以做的事情:查看学生对开放式问题的书面方法，并识别(a)概念理解的证据，(b)理解上的差距，©计算错误在这种分析中，判断解的正确性或要求学生学生单一的“官方”解路径并不像揭示学生的数学思维那样重要。

As well as the pedagogical benefits of drawing-to-learn, tools could provide teachers with much greater insight into student thinking in a way that can inform both subsequent lessons and subsequent teaching of the same lesson.

除了“边画边学”的教学好处外，这些工具还可以让教师更深入地了解学生的思维，从而为后续的课程和同一课程的后续教学提供信息Competency-based feedback (eg, collaboration, critical thinking)。

基于能力的反馈(如协作、批判性思维)A middle school teacher wants to improve student critical thinking. He uses an AI tool to identify that a segment on video game links to aggression in an upcoming lesson would be a good target. He has students analyze statements for and against the proposition with the help of an AI tool that reframes their causal explanations as questions — eg, “If one person played video games and was aggressive does it follow that everyone who plays violent video games will be aggressive?” Students reported that the AI guide improved their reasoning.

一位中学老师想提高学生的批判性思维他使用人工智能工具来识别视频游戏中与即将到来的课程中的攻击性相关的部分，这将是一个很好的目标他让学生在人工智能工具的帮助下分析支持和反对这一命题的陈述，该工具将他们的因果解释重新定义为问题——例如，“如果一个人玩电子游戏并且具有攻击性，那么是否意味着每个玩暴力电子游戏的人都具有攻击性?”学生们报告说，人工智能指南提高了他们的推理能力。

AI tools can help students build transferable competencies such as critical thinking, problem solving, generating creative solutions, understanding other perspectives, etc. Typical school learning experiences, focused on academic standards, may not offer students opportunities to practice and get feedback on competencies.

人工智能工具可以帮助学生建立可转移的能力，如批判性思维、解决问题、产生创造性解决方案、理解其他观点等典型的学校学习经验，专注于学术标准，可能不会为学生提供实践和获得能力反馈的机会For instance, having an AI tool reframe feedback on causal explanations as questions。

has been shown to help improve critical thinking.例如，使用人工智能工具将因果解释的反馈重新构建为问题，已被证明有助于提高批判性思维AI can take a lesson or unit outline and suggest which transferable competencies it affords practice on. The AI could then analyze student written work or presentations to generate feedback on those competencies.。

人工智能可以学习课程或单元大纲，并建议哪些可转移的能力可以进行练习然后，人工智能可以分析学生的书面作业或演讲，从而对这些能力产生反馈Tracking student progress跟踪学生的进步A sixth-grade mathematics teacher gets a detailed report for a new class based on longitudinal data from elementary school. The report identifies critical precursor work, leveraging data on previous sixth-grade cohorts in the sixth grade curriculum. It takes into account predictions of summer loss based on prior data.

一位六年级的数学老师根据小学的纵向数据为一个新班级做了一份详细的报告该报告确定了关键的先导工作，利用了六年级课程中以往六年级班级的数据它考虑了基于先前数据的夏季损失预测For any given learning experience, some students master it and others need more time. Teachers sometimes have red-yellow-green dashboards reflecting the fragmentation of a class day by day. But few teachers have time to pore over dashboards and even fewer have time to solve the knotty problem that is captured there.。

对于任何给定的学习经验，一些学生掌握了它，而另一些学生需要更多的时间老师们有时会用红黄绿的仪表盘来反映课堂日复一日的分裂但很少有教师有时间仔细研究仪表板，更没有时间解决仪表板上的棘手问题Like an expert assistant, AI can synthesize data across diverse tools and assessments into the most critical, specific recommendations for a classroom. It can take into account which gaps must be addressed before moving on, and which can safely wait til later, when the curriculum spirals back or, if the choice has to be made due to lack of time, let go.。

就像专家助理一样，人工智能可以综合各种工具和评估的数据，为课堂提供最关键、最具体的建议它可以考虑在继续之前必须解决哪些差距，哪些可以安全地等到课程重新开始时再做，或者如果由于时间不够而不得不做出选择，那就放手吧。

Given access to longitudinal data for a student, AI could detect patterns that are not visible in single assessments such as a student whose conceptual understanding is masked by persistent computational errors.

如果获得学生的纵向数据，人工智能可以检测到在单一评估中不可见的模式，例如学生的概念理解被持续的计算错误所掩盖AI can explain areas that require targeted practice in terms the student themselves or a family member can understand and act on, expanding the amount of learning time beyond class.。

人工智能可以以学生自己或家庭成员能够理解和采取行动的方式解释需要针对性练习的领域，从而扩大课堂以外的学习时间Rubric generation with model answers生成带有示范性答案的题目。

A high school history teacher has developed a performance task in which students curate a museum display for the Great Depression. In previous years, some students did not understand what they were asked to produce, even though the teacher thought they were capable of doing so. This year, the teachers uses AI to ingest the task description together with previous student work and suggest rubrics for the coherence of the exhibit and how well it reflects the key ideas of the Great Depression unit.

一位高中历史老师设计了一个表演任务，让学生们策划一个大萧条时期的博物馆展览在前几年，一些学生不明白他们被要求做什么，即使老师认为他们有能力做到这一点今年，教师们使用人工智能来消化任务描述和以前的学生作业，并为展览的连贯性以及它对大萧条单元的关键思想的反映程度提出建议。

For complex, multi-faceted skills that do not lend themselves to a correct/incorrect judgment, students may struggle simply because they are not clear on the expected performance. Providing a rubric and model answers at different levels of performance is time consuming for a teacher, but easy for an AI tool.

对于复杂的、多方面的技能，学生们无法做出正确/错误的判断，他们可能会因为不清楚预期的表现而挣扎对于教师来说，提供不同表现水平的题目和示范性答案非常耗时，但对于人工智能工具来说却很容易This is especially useful for competency-based skills such as creative thinking, critical thinking, and communication.。

这对于创造性思维、批判性思维和沟通等基于能力的技能尤其有用Student Support学生支持24/7 Tutor 7*24小时的导师An ELL middle schooler trailing in math knowledge is assigned Adam, an AI tutor that speaks his home language, Spanish. The student meets with the tutor three times per week for 45 minutes. The tutor has access to the main class curriculum and tailors topics to support grade-level work. The AI tutor is also available 24/7 on the student’s phone to help with independent work in class or at home.。

一个数学知识落后的中学生被分配给一个会说他的母语西班牙语的人工智能导师亚当学生每周与导师见面三次，每次45分钟导师可以访问主要的班级课程和定制主题，以支持年级水平的工作人工智能导师还可以全天候通过手机帮助学生在课堂上或在家独立完成作业。

One-to-one human tutoring is perhaps the most effective educational approach we have. But it is expensive. AI holds the promise of being the tutor in your pocket that isn’t just another drill-and-practice app. It feels like interacting with a real human tutor.

一对一的真人辅导可能是我们拥有的最有效的教育方法但是它很贵人工智能有望成为你口袋里的导师，而不仅仅是另一个练习和练习的应用程序它感觉就像与一个真正的人类导师互动Today, AI tools are strongest at language. AI tutors for writing (。

Quill) are already here. Foreign language tutors are also available today (Duolingo, LangoTalk).如今，人工智能工具最擅长的是语言。

人工智能写作导师(羽毛笔)已经在这里了今天也可以提供外语家教(Duolingo, LangoTalk)AI models are also strong at coding. Tools to support students learning to code (

Replit) interact more as a copilot than a tutor.人工智能模型在编码方面也很强大支持学生学习代码的工具(Replit)更像是一个副驾驶，而不是一个导师Math is harder. AI is, strangely, better at conceptual math than procedures, and

conceptual understanding is more important for learning, but tools have yet to take advantage of that. Science tutors are not yet arrived.

数学更难奇怪的是，人工智能比程序更擅长概念数学，而概念理解对学习更重要，但工具尚未利用这一点科学教师还没有到There is still much to solve: costs for tools like。

Khanmigo are prohibitively high, though certain to come down. And the user experience for so-called tutors often feels more like a treadmill than the trusting relationships that often develop with human tutors. For instance, they use a chat interface, in part because text-to-speech is still too slow to feel natural.

还有很多问题需要解决:像Khanmigo这样的工具的成本过高，尽管肯定会下降而所谓的导师的用户体验往往更像是跑步机，而不是与人类导师建立的信任关系例如，它们使用聊天界面，部分原因是文本到语音的转换速度仍然太慢，让人感觉不自然。

Most tools take a step-by-step tutoring approach, which is perhaps helpful for homework but denies the learner the chance to find their own pathway. No tools are yet designed for the intensive, three-times-per-week scheduled sessions that are most effective in human tutoring. That will be solved in time and AI tutors may go further: providing the kind of

immersive worlds (eg, through VR) that are highly engaging.大多数工具都采取循序渐进的辅导方式，这可能对家庭作业有帮助，但却剥夺了学习者找到自己道路的机会。

目前还没有针对这种密集的、每周三次的课程而设计的工具，而这种课程在人类辅导中是最有效的这个问题迟早会得到解决，人工智能导师可能会走得更远:提供那种高度吸引人的沉浸式世界(例如，通过VR)Teachable agents人工智能成为可教的对象

A high school student is assigned Martha, a teachable agent for a physics course. Martha asks a lot of questions, especially about everyday things such as objects “bending” as they are immersed in water. (Her interests are coordinated with the physics course syllabus.) It’s the students job to teach Martha and address her misconceptions. Martha gets confused when she finds inconsistencies but evolves and grows as she gains deeper understanding.

一个高中生被分配到玛莎，一个可教的物理课程代理人玛莎问了很多问题，尤其是关于日常事物的问题，比如物体浸入水中时会“弯曲”(她的兴趣与物理课程大纲相协调)这是学生的工作，教玛莎和纠正她的误解当玛莎发现矛盾时，她会感到困惑，但随着她对矛盾的理解加深，她会进化和成长。

An AI tool could play the role of a learner that the student has to teach a given topic. Teaching something is one of the most effective ways of learning it. (See “

teachable agents”, Dan Schwartz, Stanford.)人工智能工具可以扮演学习者的角色，让学生教授给定的主题教学是学习的最有效的方法之一(参见斯坦福大学丹·施瓦茨的《可教的代理人》。

)A variant on this is to have the AI tool can act as a Socratic questioner to deepen a student’s understanding.

另一种变体是让人工智能工具充当苏格拉底式提问者，以加深学生的理解A further variant is to teach non-playing characters (NPCs) in educational games to fulfill relevant quests, acting as teachable agents.。

另一种变体是在教育类游戏中教非玩家角色(npc)完成相关任务，扮演可教的代理人Support for students with special needs为有特殊需要的学生提供支援A high school student diagnosed with ADHD had found it challenging to stay organized and focus on tasks at hand. Now he uses an AI assistant that can log in to and understand the school’s LMS. It helps him break down assignments into manageable tasks, plan towards deadlines and get reminders. The tool tracks his behaviors, offers suggestions for optimal work periods, and coordinates times when teachers are available to provide extra support. It incorporates game-like features that reward focus and task completion.。

一名被诊断患有注意力缺陷多动症的高中生发现，保持条理和专注于手头的任务是一项挑战现在，他使用了一个可以登录并理解学校LMS的人工智能助手它帮助他将任务分解成可管理的任务，为截止日期做计划，并获得提醒该工具可以跟踪他的行为，为最佳学习时间提供建议，并协调老师可以提供额外支持的时间。

它整合了类似游戏的功能，奖励专注和完成任务AI tools could be particularly effective at providing additional support to students with special needs throughout their education journey.

人工智能工具可以特别有效地在整个教育过程中为有特殊需求的学生提供额外支持Tools could provide assistive writing support such as starter prompts, alternative input methods such as voice recognition, executive function support such as planning tools, visual support, and real-time classroom support such as text-to-speech and speech-to-text.。

工具可以提供辅助写作支持，如初学者提示，替代输入方法，如语音识别，执行功能支持，如规划工具，视觉支持，实时课堂支持，如文本到语音和语音到文本This is as well, of course, as personalized learning tools that adjust the pace of instruction, offer alternative explanations, and scaffold specific skills.。

当然，这也是一种个性化的学习工具，可以调整教学节奏，提供不同的解释，并支持特定的技能Mental health support精神健康支持An adolescent student feeling social and academic pressures accesses an AI tool provided by her school to deal with anxiety and stress issues. The tool is an AI chatbot counselor, ready to listen 24/7, and programmed with cognitive-behavioral therapy techniques, providing immediate coping strategies and relaxation exercises. Chatting with the AI allows her to open up about her feelings, a significant first step in acknowledging and addressing her struggles. It monitors patterns indicative of heightened stress and provides her with early interventions, personalized resources including videos, and connections to local mental health professionals.。

一名感到社会和学业压力的青少年学生使用学校提供的人工智能工具来处理焦虑和压力问题该工具是一个人工智能聊天机器人咨询师，随时准备倾听，并配备了认知行为治疗技术，提供即时应对策略和放松练习与人工智能聊天可以让她敞开心扉，这是承认和解决她的挣扎的重要的第一步。

它监测表明压力加剧的模式，并为她提供早期干预，个性化资源，包括视频，以及与当地心理健康专业人员的联系AI tools such as Woebot Health can provide always-available, anonymous mental health support to students who may be hesitant to reach out to a human counselor.

Woebot Health等人工智能工具可以为那些可能不愿向人类咨询师求助的学生提供随时可用的匿名心理健康支持Tools can offer advice and support techniques. They can provide a non-judgmental space for students to discuss their feelings and emotions, practice social skills, and receive encouragement and motivation. They can facilitate connections between students who are going through similar experiences.。

工具可以提供建议和支持技术他们可以为学生提供一个非评判性的空间，让他们讨论自己的感受和情绪，练习社交技巧，并获得鼓励和动力他们可以促进有相似经历的学生之间的联系They can monitor patterns that might indicate declining mental health and recommend professional help or alert a designated support person.。

他们可以监测可能表明心理健康状况下降的模式，并建议专业帮助或提醒指定的支持人员College / career advisor大学/职业建议A high school senior aspiring to a degree in environmental science uses an AI tool to analyze her academic background, interests, and extracurricular activities and generate a list of colleges that match. It suggested a local dual-enrolment course that would help bolster her credentials. It also identified financial aid resources tailored to her and it helped her make her essays compelling and avoid common errors.。

一名渴望获得环境科学学位的高中生使用人工智能工具分析她的学术背景、兴趣和课外活动，并生成匹配的大学列表它建议在当地开设双招生课程，这将有助于提高她的资历它还确定了为她量身定制的经济援助资源，这帮助她使她的论文引人注目，避免了常见的错误。

In many schools, students have only infrequent access to a counselor. AI could in some cases provide an alternative.

在许多学校，学生很少能接触到辅导员在某些情况下，人工智能可以提供另一种选择AI tools can provide students with tailored college and career advice, help identifying academic pathways, evaluate career options (eg,。

CareerDekho, Unschooler), provide job market insights and future skills demand that may be geography-specific, and recommend networking events and internships.

人工智能工具可以为学生提供量身定制的大学和职业建议，帮助他们确定学术道路，评估职业选择(例如，CareerDekho, Unschooler)，提供就业市场洞察和未来技能需求，并推荐社交活动和实习机会Tools can also help ensure that, for a desired college or career path, a student is taking the courses necessary to succeed.

工具还可以帮助确保学生在理想的大学或职业道路上学习成功所必需的课程And tools can support students in navigating the college application process, identifying scholarships and financial aid opportunities, and guidance on essays.。

这些工具可以帮助学生在大学申请过程中导航，确定奖学金和经济援助机会，并指导论文AI-supported student notebook人工智能支持的学生笔记本Students in an earth science class on natural hazards use an AI notebook to capture ideas as they encounter them. The notebook lets them highlight concepts in school texts and build their own collection of examples of hazards and the processes that cause them. They then use the notebook as a jumping-off point for research on technologies to monitor and predict hazards. They spend five minutes at the end of each class answering quick questions generated by the notebook on material they have curated.。

在一门关于自然灾害的地球科学课上，学生们使用人工智能笔记本捕捉他们遇到的想法笔记本可以让他们突出学校课本中的概念，并建立自己的危害示例集和造成危害的过程然后，他们将笔记本作为监测和预测危险的技术研究的起点。

每节课结束时，他们会花5分钟时间回答笔记本上关于他们挑选的材料的快速问题Student notes are sometimes scattered and not revisited. AI-enhanced notebooks such as

Google Tailwind allow students to upload their course documents, automatically generate notes and summaries, create illustrations, and suggest related ideas and resources. They can also connect ideas from different sections of the notebook, helping students deepen understanding.

学生的笔记有时是分散的，不会重新浏览谷歌顺风等人工智能增强笔记本允许学生上传他们的课程文档，自动生成笔记和摘要，创建插图，并建议相关的想法和资源他们还可以将笔记本上不同部分的想法联系起来，帮助学生加深理解。

Notebooks can also become more active, rather than passive collection bins, for instance generating flashcards and quizzes.

笔记本也可以变得更加主动，而不是被动的收集箱，例如生成抽认卡和测验Social Tools社交工具Small group facilitation小组促进An elementary school teacher notices that some students do not make much progress on workbook problems. He uses AI tools to run small group instruction on comparing fractions (a topic he introduced today) for those students and finds that they are much more engaged discussing problems with each other than working in a book.。

一位小学老师注意到有些学生在作业本上的问题上没有多大进步他使用人工智能工具为这些学生进行分数比较的小组教学(他今天介绍的一个主题)，发现他们更喜欢彼此讨论问题，而不是看书Small group instruction is very widely used in early reading and somewhat less frequently in math. A common problem is that only one group can work with a teacher at once and other groups may not be academically engaged.。

小组教学在早期阅读中被广泛使用，在数学中较少使用一个常见的问题是，一次只有一个小组可以和老师一起工作，而其他小组可能没有学术参与AI tools such as Oko can manage a small group of students by monitoring video and recognizing speech so that students are engaged in a task chosen by the teacher -for instance, practicing skills introduced in a whole class lesson.。

像Oko这样的人工智能工具可以通过监控视频和识别语音来管理一小群学生，这样学生就可以从事老师选择的任务——例如，练习在整节课上介绍的技能In the near future, tools will be able to engage in discourse directly with students, for instance directing a discussion on a topic while ensuring everyone contributes.。

在不久的将来，工具将能够直接与学生对话，例如，指导一个主题的讨论，同时确保每个人都做出贡献Discourse support tool for student groups学生小组话语支持工具A group of students are working together to solve a puzzle in a simulated physics world. An AI tool follows their conversation. When one student asks it for help, instead of giving physics support it suggests how to improve their discourse and collaboration. It notes that they have a habit of pursuing non-productive suggestions by group members. It offers to alert them when they next do that. They return to the task in a more focused way.。

一群学生正在一起解决模拟物理世界中的一个谜题一个人工智能工具跟踪他们的对话当一个学生向它寻求帮助时，它不会提供物理方面的支持，而是建议如何改善他们的论述和合作它指出，他们有一个习惯，追求小组成员的非生产性建议。

当他们再次这样做时，它会提醒他们他们以更专注的方式回到任务中An AI tool could follow the conversation of a student group and give on-demand advice on group collaboration. For instance, it could point out which group members’ ideas are not being tapped, or highlight that the group doesn’t follow through on directions they identify, or don’t seem clear on the problem they are solving.

人工智能工具可以跟踪学生小组的对话，并就小组协作提供按需建议例如，它可以指出哪些小组成员的想法没有被利用，或者强调小组没有遵循他们确定的方向，或者似乎不清楚他们正在解决的问题Sidney D’Mello at the University of Colorado Boulder leads a team working on this use case.。

科罗拉多大学博尔德分校的Sidney D Mello领导了一个研究这个用例的团队The same approach could give domain-specific support to a group for instance clarifying terminology or offering a starting point or an alternative point-of-view.。

同样的方法可以为小组提供特定领域的支持，例如澄清术语或提供起点或替代观点Facilitated student discussion board便利的学生讨论板Students in a unit on Newton’s Laws read a paper and post their questions and confusions to an AI moderated discussion board. The AI facilitates a discussion in which new understandings surface.。

牛顿定律单元的学生阅读一篇论文，并将他们的问题和困惑发表在人工智能主持的讨论板上人工智能促进了讨论，在讨论中产生了新的理解An AI-facilitated discussion board could help students discuss questions, wonderings, confusing points, challenging problems, project ideas, connections with other topics, etc.。

人工智能辅助的讨论板可以帮助学生讨论问题、疑惑、困惑点、挑战性问题、项目想法、与其他主题的联系等Students who do not always contribute in class may be very active in a discussion board and the asynchronous modality can encourage more thoughtful responses.。

不经常在课堂上贡献的学生可能会在讨论板上非常活跃，异步模式可以鼓励更多深思熟虑的回应Facilitating whole class discussion促进全班讨论A middle school math teacher is using Illustrative Math. Students begin by working on a difficult problem that often surfaces misconceptions. An AI tool monitors student work on the problem and automatically creates a slide show of student examples together with the key points the teacher should highlight during a whole class discussion.”。

一位中学数学老师正在使用图解数学学生们从解决一个经常会引起误解的难题开始一个人工智能工具可以监控学生在问题上的工作，并自动创建学生示例的幻灯片，以及教师在全班讨论中应该强调的关键点”An effective teaching strategy — known as。

productive struggle — is to have students work on a problem individually or in small groups and then facilitate a whole class discussion on what they found, guiding them towards an accurate and formalized (or perhaps more than one) solution. Many teachers find it challenging to orchestrate such discussions in real time and so may not capitalize on the value of this pedagogy.

一种有效的教学策略——被称为富有成效的斗争——是让学生单独或小组研究一个问题，然后就他们发现的问题促进全班讨论，引导他们找到一个准确的、形式化的(或者可能不止一个)解决方案许多教师发现，实时组织这样的讨论具有挑战性，因此可能无法充分利用这种教学法的价值。

An AI tool with access to each student’s work can quickly recognize common misconceptions, strengths, and computational slips and produce a step-by-step discussion guide that the teacher can follow right away. The guide is similar to a skilled teaching assistant who was able to follow every student’s thinking simultaneously.

一个可以访问每个学生作业的人工智能工具可以快速识别常见的误解、优势和计算失误，并生成一个循序渐进的讨论指南，教师可以立即遵循这个向导就像一个熟练的助教，能够同时跟上每个学生的思维The guide can suggest which student to call on, in what order, and could project student solutions from the teacher’s laptop.。

该指南可以建议以何种顺序拜访哪位学生，还可以从老师的笔记本电脑上投射出学生的解决方案Eyes Wide OpenWe should be aware of the risks to students and educators as we explore the many positive possibilities of AI in K-12:。

在探索人工智能在K-12课程中的许多积极可能性时，我们应该意识到学生和教育工作者面临的风险:The Null Hypothesis. Most promising edtech interventions do not scale. In this past year, generative AI’s acceleration has seemed almost magical, but so did television, computers, the internet, and mobile — previous foundational technologies that became part of K-12 education but didn’t necessarily improve it.

零假设大多数有前途的教育技术干预措施都无法规模化在过去的一年里，生成式人工智能的加速几乎是不可思议的，但电视、电脑、互联网和移动设备也是如此——这些以前的基础技术已经成为K-12教育的一部分，但不一定能改善它。

Hallucinations. Preventing AI from making up facts and sources may prove to be difficult. Teachers are now assigning students to critically investigate AI output, but some may lack the media skills or background knowledge to do so successfully.

幻觉防止人工智能编造事实和消息来源可能会被证明是困难的教师们现在要求学生批判性地调查人工智能的输出，但有些人可能缺乏成功完成这项工作的媒体技能或背景知识Atrophy of Critical Thinking. Even if AI resources become extremely accurate, using them mindlessly will bypass productive struggle and negate writing’s potential as a tool for deep thinking and self-expression. Calculators enabled students to avoid computation; will AI do the same for thinking? As science fiction writer Ted Chiang 。

wrote about AI more generally, “the desire to get something without effort is the real problem.”批判性思维萎缩。

即使人工智能资源变得非常精确，盲目地使用它们也会绕过生产性斗争，并否定写作作为深入思考和自我表达工具的潜力计算器使学生避免了计算;人工智能会对思考做同样的事情吗?正如科幻作家特德·蒋(Ted Chiang)对人工智能更笼统地描述的那样，“不劳而获的欲望才是真正的问题。

”The Deluge. As the cost of creating content and digital tools approaches zero, the web is already becoming more flooded with books, lesson plans, flashcards, study guides, and videos of varying quality, making it more time-consuming for educators to select and align to research-backed pedagogy. Eventually, trusted curation, integration frameworks, and rollups into unified curricula may bring quality and coherence, but until then students and teachers may suffer from more cognitive load deciding across resources and tools.

海量的信息随着创建内容和数字工具的成本接近于零，网络上已经充斥着各种各样的书籍、课程计划、抽认卡、学习指南和视频，这使得教育者选择和调整以研究为基础的教学法更加耗时最终，可信的管理、整合框架和整合到统一的课程中可能会带来质量和一致性，但在此之前，学生和教师可能会在选择资源和工具时承受更多的认知负荷。

Distraction. “Attention Is All You Need Lack.” AI has already been sneaking into most K-12 classrooms for the past few years, powering addictive, distracting TikTok and YouTube feeds. As entertainment engagement algorithms improve, the battle for attention will become more difficult and more critical.

分心“注意力就是你所需要的一切”在过去的几年里，人工智能已经潜入了大多数K-12的教室，为令人上瘾、分散注意力的TikTok和YouTube提供了动力随着娱乐参与算法的改进，争夺注意力的战斗将变得更加困难和关键。

Bias — a corollary of the loss of critical thinking skills. Students may be more susceptible to the biased output

of many AI models.偏见——丧失批判性思维能力的必然结果学生可能更容易受到许多人工智能模型的偏差输出的影响Information Bubbles. Hyper-personalization could lead to students learning from a narrow set of sources that never force them to grapple with divergent values and experiences.。

信息泡沫高度个性化可能会导致学生从一组狭窄的资源中学习，而不会迫使他们与不同的价值观和经历作斗争Dehumanization. (See Mitch Resnick and Jennifer Carolan。

’s warnings.) Schools that employ AI tutors may overlook the ways that teachers care for students, motivate them, and model what it is to be a healthy adult. Ideally AI will free up more educator time for human connection; to enhance the community at the heart of school, we’ll need a lodestar of learning that’s about more than skills and information transfer.

非人化(参见Mitch Resnick和Jennifer Carolan的警告)聘用人工智能导师的学校可能会忽视教师关心学生、激励学生以及如何成为健康成年人的方式理想情况下，人工智能将为人类交流腾出更多的教育时间;为了加强学校核心的社区，我们需要一个学习的指路明灯，而不仅仅是关于技能和信息的传递。

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