K-12 AI curricula: A mapping of government-endorsed AI curricula（Ⅰ）譯題 K-12人工智能課程：政府認(rèn)可的人工智能課程圖譜（一）

Product by UNESCO （United Nations Educational， Scientific and Cultural Organization） 聯(lián)合國(guó)教科文組織

第一份關(guān)于K-12（學(xué)前教育至高中教育的基礎(chǔ)教育階段）人工智能課程全球狀況的報(bào)告，意在開發(fā)有效的支持工具和框架來(lái)促進(jìn)青少年人工智能素養(yǎng)的發(fā)展。

Introduction

A diverse range of AI technologies are currently in use internationally， and there is a growing recognition of the importance of AI in the context of labour and in terms of its impact on everyday life. The impact of AI technology is not limited to the workforce. AI has profound implications for culture， diversity， education， scientific knowledge， and communication and information， especially insofar as they concern peace， sustainability， gender equality， and the specific challenges of Africa.

This report contributes further to the understanding of AI in K-12 education， in particular the ways in which students are currently being prepared for life and work in the AI era， by providing an analysis of the global landscape of government-endorsed AI curricula for grade school education and their design， content and implementation. This report is intended to inform the creation of supportive tools and frameworks， with a view to enabling the development of a guiding framework on AI competencies.

AI Literacy： Competencies and Design Considerations

Long and Magerko present a series of competencies and design considerations for AI literacy based on a scoping study of existing research， which sought to determine emerging themes in 1） what AI experts believe a non-technical audience should know， and 2） common perceptions and misconceptions among learners.

The study reveals 17 competencies and 15 design considerations. Competencies are universally at the lower levels of a knowledge taxonomy， largely confined to understanding， describing， and identifying.

The competencies and design considerations proposed by Long and Magerko are outlined in the right Table.

譯文

概述

目前，國(guó)際上正在使用各種各樣的人工智能技術(shù)，人們?cè)絹?lái)越認(rèn)識(shí)到人工智能在勞動(dòng)環(huán)境中的重要性及其對(duì)日常生活的影響。其實(shí)，人工智能技術(shù)的影響不僅限于勞動(dòng)力。人工智能對(duì)文化、多樣性、教育、科學(xué)知識(shí)、通信和信息有著深遠(yuǎn)的影響，尤其是在涉及和平、可持續(xù)性、兩性平等和非洲的特定挑戰(zhàn)等方面。

本報(bào)告通過(guò)分析政府批準(zhǔn)的基礎(chǔ)教育人工智能課程的全球狀況及其設(shè)計(jì)、內(nèi)容和實(shí)施情況，幫助人們進(jìn)一步理解K-12教育中的人工智能，特別是目前學(xué)生為人工智能時(shí)代的生活和工作做準(zhǔn)備的方式。本報(bào)告旨在為創(chuàng)建支持性工具和框架提供參考，以期能夠開發(fā)培養(yǎng)人工智能能力的指導(dǎo)框架。

人工智能素養(yǎng)：能力和設(shè)計(jì)要素

Long和Magerko基于對(duì)現(xiàn)有研究的范圍界定研究，提出了一系列人工智能素養(yǎng)的能力和設(shè)計(jì)要素，試圖確定以下新興主題：（1）人工智能專家認(rèn)為非技術(shù)受眾應(yīng)該知道什么，（2）學(xué)習(xí)者間的共同認(rèn)知和誤解。

研究揭示了17種能力和15種設(shè)計(jì)要素。能力普遍處于知識(shí)分類的較低層次，主要局限于理解、描述和識(shí)別。

Long和Magerko提出的能力和設(shè)計(jì)要素如右表所示。