K-12 AI curricula: A mapping of government-endorsed AI curricula（Ⅳ）

譯題? K-12人工智能課程：政府認可的人工智能課程圖譜（四）

Product by UNESCO （United Nations Educational， Scientific and Cultural Organization） 聯合國教科文組織

第一份關于K-12（學前教育至高中教育的基礎教育階段）人工智能課程全球狀況的報告，意在開發有效的支持工具和框架來促進青少年人工智能素養的發展。

Curriculum integration

Teacher training and support

Upskilling existing teaching staff Most training strategies for government-endorsed curricula pursued the upskilling of existing staff. Some countries， e.g. China and Portugal， indicated that the preparation strategy leverages national training initiatives or projects for the teachers of subjects in which AI is embedded. In other areas such as Belgium， teacher-training programmes are decentralized and undertaken by education networks， and therefore may vary between regions， languages and types of schools （e.g. public or private）.

Non-governmental actors tend to undertake other methods of teacher training. For the MIT DAILy Curriculum， teachers from three districts in the USA participated in training which included both general sessions and 30 hours of implementation practice at summer camps hosted by NGO partners. Industry partners engage in the delivery of training courses remotely or through blended-learning methodologies. For instance， a partnership between IBM and Macquarie Universitys School of Education created the 16-hour Artificial Intelligence （AI） Education for Teachers course hosted on Coursera. The course covers topics such as the history of AI， comparing AI and human intelligence， and ethical considerations in developing and using AI. Some providers offer certification. Intel does this for coaches and lead coaches， the latter of which are often positioned as trainers of trainers.

Integrating AI into initial teacher preparation In Austria， the primary strategy for teacher training was to embed AI topics into initial teacher education at higher education institutions， which were expected to cover not only general AI topics but also the use of AI to support pedagogical processes and teaching and learning.

Supporting in-service teachers In addition to the creation of standards， national and regional governments support the implementation of AI curricula through the development of resources. For example， in Serbia the? ? that were developed for the various AI curricula offered in the country. National or regional initiatives also produce resources such as textbooks and assessment guidelines to support the AI curriculum prior to implementation.

The MIT DAILy Curriculum provides materials to teachers including slide decks， talking points and full lesson plans that they can use or adapt. Industry partners such as IBM， Intel and Microsoft supply them with learning pathways and content through global， open online resources. These partners have also created context-specific teacher resources for implementing countries， including manuals， facilitator handbooks and AI textbooks.

譯文

課程實施

教師培訓和支持

現有教職工的技能提升 大多數政府認可的課程所提供的培訓致力于提升現有教職工的技能。一些國家（如中國和葡萄牙）表示，他們通常會根據國家的培訓項目或計劃，對涉及人工智能科目的教師進行培訓。此外，在比利時等其他地區，由于教師培訓通過教育網絡進行，其培訓計劃往往比較分散，培訓方式也可能會因區域、語言和學校類型（例如公立或私立）的差異而不同。非政府人員傾向于通過其他方式培訓教師。來自美國三個地區的教師參加了麻省理工學院的DAILy課程培訓，其中還包括通用會議以及非政府組織合作伙伴主辦的30小時的夏令營活動。行業合作伙伴通過遠程或混合教學的方法為教師提供培訓課程。例如，IBM與麥考瑞大學教育學院合作，在Coursera上開設了16小時的人工智能教師學習課程。該課程涵蓋人工智能歷史、人工智能與人類智慧的比較、開發和應用人工智能的倫理考慮因素等專題。一些供應商可以為客戶提供培訓資格認證。如美國英特爾公司為培訓師和首席培訓師提供認證，后者通常被定位為培訓師的老師。

將人工智能整合到教師的職前培訓中 在奧地利，教師培訓的主要方法是將人工智能相關專題納入到高等教育機構的教師職前培訓中，該培訓不只涵蓋通用的人工智能專題，同時還包含指導教師如何使用人工智能支持教學法在教學中的使用以及支持教與學的過程。

為在職教師提供支持 除了建立標準以外，國家和地方政府還通過資源開發的方式支持人工智能課程的實施。例如，在塞爾維亞，人工智能課程的實施擁有在線工具的支持，包括視頻、演示以及各種人工智能課程開發的交互式任務。國家或地方政府也會在人工智能課程實施前提供教材和評估指南等資源。

麻省理工學院的DAILy課程會為教師教學提供資料，包括幻燈片、課程要點和完整的教案，供教師使用或改編。IBM、英特爾和微軟等行業合作伙伴通過面向全球開放的在線資源為教師提供各種學習途徑和學習內容。這些合作伙伴還為人工智能課程的實施創建了針對具體情境使用的教師資源，包括手冊、輔導員指南和人工智能教材。