2018 03 No.374 24-30
人工智能教育应用的现状分析、典型特征与发展趋势
基金项目(Foundation):
江苏省教育科学“十三五”规划重大课题“教育信息化与教育教学改革研究”(项目编号:A/2016/06);;
江苏高校哲学社会科学研究基金项目“基于大数据的高校智慧学习模型构建与应用研究”(项目编号:2017SJB0088);;
南京邮电大学教育科学“十三五”规划2017年度课题“基于大数据的智慧学习模式研究”(项目编号:GJS-XKT1717)阶段性成果
邮箱(Email):
DOI:
中文作者单位:
南京邮电大学教育科学与技术学院;
摘要(Abstract):
新技术浪潮汹涌而至。大数据、并行计算和深度学习驱动人工智能技术飞速发展,并重塑教育新形态。人工智能教育应用现状与发展趋势研究有助于推动技术与教育的深度融合发展。该文从技术发展的角度回顾了人工智能的发展历程,概述了人工智能发展史上的三次浪潮,揭示了人工智能的三大要素与驱动力,阐述了人工智能在教育领域中的四大具体应用形态,分析了人工智能教育应用的五大典型特征,并指出其未来的发展趋势,最后归纳并构建了人工智能与教育的融合创新发展体系,旨在为我国人工智能与教育的融合发展提供理论指导。
关键词(KeyWords):
人工智能;;深度学习;;ITS;;自动化测评;;教育应用
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参考文献
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[2]闫志明,唐夏夏,秦旋等.教育人工智能(EAI)的内涵、关键技术与应用趋势——美国《为人工智能的未来做好准备》和《国家人工智能研发战略规划》报告解析[J].远程教育杂志,2017,35(1):26-35.
[3]余明华,冯翔,祝智庭.人工智能视域下机器学习的教育应用与创新探索[J].远程教育杂志,2017,35(3):11-21.
[4]唐烨伟,郭丽婷,解月光,钟绍春.基于教育人工智能支持下的STEM跨学科融合模式研究[J].中国电化教育,2017,(8):46-52.
[5]张剑平,张家华.我国人工智能课程实施的问题与对策[J].中国电化教育,2008,(10):95-98.
[6]吴永和,刘博文,马晓玲.构筑“人工智能+教育”的生态系统[J].远程教育杂志,2017,35(5):27-39.
[7]The Electronic Frontier Foundation.Measuring the Progress of AI Research[DB/OL].https://www.eff.org/files/AI-progress-metrics.html#Vision,2017-10-15.
[8]李开复,王咏刚.人工智能[M].北京:文化发展出版社,2017.5-25.
[9]Frank Chen.AI,Deep Learning and Machine Learning:A Primer[DB/OL].http://a16z.com/2016/06/10/ai-deep-learningmachines,2017-10-15.
[10]Hwang G J,Kuo F R,Yin P Y,et al.A Heuristic Algorithm for planning personalized learning paths for context-aware ubiquitous learning[J].Computers&Education,2010,54(2):404-415.
[11]梁迎丽,梁英豪.基于语音评测的英语口语智能导师系统研究[J].现代教育技术,2012,22(11):82-85.
[12]Nkambou R,Mizoguchi R,Bourdeau J.Advances in Intelligent Tutoring Systems[M].Berlin:Springer Heidelberg,2010.
[13]Boumiza S,Bekiarski A,Souilem D,et al.Development of model for automatic tutor in e-learning environment based on student reactions extraction using facial recognition[A].2017 15th International Conference on Electrical Machines,Drives and Power Systems(ELMA)[C].Sofia:IEEE,2017.488-492.
[14]Petrovica S,Anohina-Naumeca A,Ekenel H K.Emotion Recognition in Affective Tutoring Systems:Collection of Ground-truth Data[J].Procedia Computer Science,2017,(104):437-444.
[15]Graesser A C.Conversations with Auto Tutor help students learn[J].International Journal of Artificial Intelligence in Education,2016,26(1):124-132.
[16]许骏,柳泉波.IT技能测评自动化技术[J].小型微型计算机系统,2001,22(12):1489-1493.
[17]Educational Testing Service.Text Evaluator Capability[DB/OL].http://www.ets.org/research/topics/as_nlp/educational_applications/,2017-10-15.
[18]Burstein J.The E-rater scoring engine:Automated essay scoring with natural language processing[A].Mahwah.M.d.shermis&J.c.burstein[C].NJ:Lawrence Erlbaum Associates,2003.113-121.
[19]Chicago museum of science+industry.Code Fred:Survival Mode[DB/OL].http://www.msichicago.org/experiment/games/code-fred-survivalmode/,2017-10-16.
[20]Benitti F B V,Spolavr N.How Have Robots Supported STEM Teaching?[DB/OL].https://www.kukakore.com/robotic-stemeducation/,2017-10-15.
[21]Peng Y X,Zhu W W,Zhao Y,et al.Cross-media analysis and reasoning:advances and directions[J].Frontiers of Information Technology&Electronic Engineering,2017,18(1):44-57.
基本信息:
DOI：
中图分类号:G434
引用信息:
[1]梁迎丽,刘陈.人工智能教育应用的现状分析、典型特征与发展趋势[J].中国电化教育,2018,No.374(03):24-30.
基金信息:
江苏省教育科学“十三五”规划重大课题“教育信息化与教育教学改革研究”(项目编号:A/2016/06);; 江苏高校哲学社会科学研究基金项目“基于大数据的高校智慧学习模型构建与应用研究”(项目编号:2017SJB0088);; 南京邮电大学教育科学“十三五”规划2017年度课题“基于大数据的智慧学习模式研究”(项目编号:GJS-XKT1717)阶段性成果