中国电化教育

智能时代对中小学教育提出新的挑战，人工智能进课堂、进教材已成为各国教育的重要课题。《义务教育信息科技课程标准(2022年版)》将人工智能作为逻辑主线之一组织课程内容，但是由于小学阶段未独立设置人工智能内容模块，一线教学仍然面临“教什么”的困顿。已有研究虽进行了积极探索，但仍存在目标不明、体系不清、育人效果不理想等问题。为了进一步明确小学阶段人工智能教学内容脉络，该研究基于扎根理论，以3份政策文本和32份半结构化访谈资料为研究对象，经开放式编码、主轴编码、选择性编码三级编码，构建了包括人工智能系统体验、人工智能计算方式、人工智能系统设计与开发、人工智能伦理与安全以及人工智能思维五个维度的小学人工智能教学内容理论模型。该研究可为新课程背景下小学人工智能教学的开展提供参考与借鉴。

New challenges are put forward for primary and secondary education in the era of intelligence. The introduction of AI into the classroom and teaching materials has become an important topic of education in all countries. 《Information science and technology curriculum standard(2022)》in compulsory education takes AI as one of the main logic lines to organize the curriculum content. However, due to the lack of independent modules in primary school, it still faces the dilemma of what AI should be “taught”.Although existing research has actively explored, there are still problems such as unclear goals, unclear systems, and unsatisfactory educational outcomes. In order to further clarify the teaching context of artificial intelligence in elementary school, the study takes 3 policy texts and 32 semi-structured interview data as the research objects, and through three levels of coding methods including open coding, axial coding and selective coding based on the grounded theory. The theoretical model of elementary school AI teaching content is constructed from five dimensions, including AI system experience, AI computing mode, AI system design and development, AI ethics and security, and AI thinking. The study can provide reference for the development of artificial intelligence teaching in elementary schools under the background of new curriculum.