Part VI Teaching in the Age of AI
第六部分 AI 时代的教学
I am indebted to my father for living, but to my teacher for living well.
—Alexander the Great
我感激父亲赐予我生命，但感激老师教会我如何过好这一生。
——亚历山大大帝
A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.
—Horace Mann
一个试图在不激发学生学习欲望的情况下进行教学的老师，就像在锤打冷铁一样徒劳无功。
——霍勒斯·曼恩
How AI Will Supercharge Teachers and Teaching
AI 将如何增强教师和教学
In 2017, a slim man took the stage at the British Science Festival, one of the oldest science festivals in the world. Gazing out on a sea of leading researchers from around the globe, Sir Anthony Seldon, a renowned educator and historian, stated that by 2027 teachers will be AI rather than humans. The coming technology, he said, will force teachers to take a classroom assistant role while technology will be the conveyor of knowledge. Soon, he said, everyone was going to have the very best teacher and a completely personalized educational experience. The software was going to be with you throughout your education journey and was going to move at the speed of every individual learner.
2017 年，一个瘦削的男子登上了世界上最古老的科学节之一——英国科学节的舞台。面对全球顶尖研究人员的海洋，著名教育家和历史学家安东尼·塞尔登爵士表示，到 2027 年，教师将由 AI 而非人类担任。他说，即将到来的技术将迫使教师承担课堂助教的角色，而技术将成为知识的传播者。他说，不久之后，每个人都将拥有最好的老师和完全个性化的教育体验。软件将伴随你整个教育旅程，并将以每个学习者的速度前进。
“This is beyond anything that we’ve seen in the Industrial Revolution, or since, with any other new technology,” he said to the audience. “These are adaptive machines that adapt to individuals. They will listen to the voices of the learners, read their faces, and study them in the way gifted teachers study their students.”
“这超出了我们在工业革命或其后任何新技术中所见过的任何东西，”他对观众说道。“这些是适应个人的自适应机器。它们将聆听学习者的声音，读取他们的面部表情，并以天才教师研究学生的方式研究他们。”
I agree with Seldon that personalization in learning is an aspiration that we should strive for and that AI is going to play a big role in getting us there. However, I completely disagree with his prediction that this technology will somehow minimize the importance of the human teacher. If anything, it’s going to do the opposite.
我同意塞尔登的观点，即个性化学习是我们应该努力追求的目标，而 AI 将在实现这一目标中发挥重要作用。然而，我完全不同意他关于这项技术将以某种方式降低人类教师重要性的预测。如果有的话，它会起到相反的作用。
Teaching is an art form. It is something that takes years of practice and dedication to master. It is natural that some teachers feel nervous about using a tool like generative AI to help them in their teaching. It is natural to worry that by relying too heavily on technology, we might diminish the importance of human interaction and personal relationships between teachers and students. Were this to happen, it could lead to more impersonal learning experiences that would ultimately harm a student’s ability to learn and grow. With these AI tools, some might fear students will be able to get answers to their questions without ever needing to interact with an instructor, be it a human teacher, tutor, or helpful parent. The fear is that this will lead to a scenario where teachers feel as if they were no longer needed in the classroom—a scary thought for those who have dedicated their lives to teaching. Teaching is an essential profession, and the demand for capable and impassioned teachers has never diminished. At the end of the day, the biggest fear from educators is the world that Seldon envisions, a world where artificial intelligence reduces demand for teachers.
教学是一种艺术形式。它需要多年的实践和奉献才能掌握。一些教师会对使用生成式 AI 这样的工具来帮助他们教学感到紧张，这是很自然的。担心过度依赖技术会降低教师和学生之间的人际互动和个人关系的重要性，这是很自然 的。如果发生这种情况，可能会导致更不人性化的学习体验，最终损害学生学习和成长的能力。有了这些 AI 工具，有些人可能担心学生可以在不需要与教师互动的情况下获得答案，无论是人类教师、导师还是乐于助人的家长。这种恐惧在于，这将导致教师在课堂上感觉不再被需要——对于那些毕生致力于教学的人来说，这是一个可怕的想法。教学是一种必不可少的职业，对有能力和热情的教师的需求从未减少。归根结底，教育工作者最大的担忧是塞尔登所设想的世界，一个人工智能减少教师需求的世界。
This dichotomy between useful and harmful technology goes back to the early 1960s and the work of Doug Engelbart, a computer scientist probably best known for his work creating the computer mouse. Others know him for his pioneering efforts on interactive computing and computer networking. Engelbart believed that people were going to use technology to augment their abilities the same way that a tractor augments the work of a farmer to produce food. We’d use these machines, he predicted, to help us work faster, smarter, and better. With large language models catching up to both Engelbart’s and Seldon’s predictions, will we use artificial intelligence to augment our abilities or will it replace people and make them feel irrelevant?
有用技术和有害技术之间的这种二分法可以追溯到 20 世纪 60 年代初，以及计算机科学家道格·恩格尔巴特的工作，他可能最出名的是他发明了电脑鼠标。其他人则知道他在交互式计算和计算机网络方面的开创性工作。恩格尔巴特认为，人们将使用技术来增强他们的能力，就像拖拉机增强农民生产食物的工作一样。他预测，我们将使用这些机器来帮助我们更快、更聪明、更好地工作。随着大型语言模型赶上了恩格尔巴特和塞尔登的预测，我们将利用人工智能来增强我们的能力，还是它会取代人并让他们觉得自己无关紧要？
Let me just say it outright again: there’s no job that is safer in the large-language-model world than teaching. Not only are teachers irreplaceable, but AI is going to support teachers so that they can do more of what they enjoy, from deepening personal connections with their students to developing enriching and creative lessons. Like Seldon, I am optimistic about AI’s role in education. Where I disagree with him, however, is in the exact role of AI in the classroom. I do not believe machines are going to relegate the teacher to the role of the teaching assistant. Rather, the AI is the teaching assistant.
让我再直言不讳地说一遍：在大语言模型的世界里，没有什么工作比教学更安全。教师不仅是不可替代的，而且 AI 将支持教师，让他们能够更多地做自己喜欢的事情，从加深与学生的个人联系到开发丰富而有创意的课程。和塞尔登一样，我对 AI 在教育中的角色持乐观态度。然而，我不同意他的是 AI 在课堂上的确切角色。我不认为机器会把教师降级为助教角色。相反，AI 才是助教。
Still, I feel it’s only natural to remain a bit cautious about new technology. Generative AI is going to bring about some major changes, from the nature of student work to the way that teachers teach. Moving through these changes requires employing a bit of educated bravery. How should teachers move past that fear and embrace what’s coming to the profession?
尽管如此，我认为对新技术保持一定的谨慎态度是很自然的。生成式 AI 将带来一些重大变化，从学生工作的性质到教师的教学方式。应对这些变化需要有一些受过教育的勇气。教师应该如何克服这种恐惧并拥抱即将到来的职业变化？
“There are basically three things that teachers are going to have to do now as a result of generative AI,” says Wharton’s Ethan Mollick. He tells me that first teachers are just going to have to expect more from students. “In terms of teaching, you are going to have to adjust in different ways, and that adjustment is going to be different for every teacher. Some teachers are going to change how they go about making writing assignments, perhaps having their students write in class to limit cheating. Others will have students use generative AI to do far more involved projects that classes would not have otherwise assigned without the resource of large language models to draw from. In either case, a teacher’s expectations for student work are now much higher than they were before.”
沃顿商学院的伊桑·莫里克说：“生成式 AI 带来的变化将要求教师基本上做三件事。”他告诉我，首先，教师将不得不对学生提出更多期望。“在教学方面，你将不得不以不同的方式进行调整，而这种调整对于每个教师来说都会有所不同。有些教师会改变他们布置写作作业的方式，可能会让学生在课堂上写作以限制作弊。其他教师则会让学生使用生成式 AI 来做更多涉及的项目，而这些项目在没有大语言模型资源的情况下不会被分配。无论哪种情况，教师对学生作品的期望现在都比以前高得多。”
When students use generative AI to write papers, for instance, their quality is going to go up, akin to the advent of the word processor leading teachers to expect that their students now create beautifully typed, formatted, well-thought-out essays in ways that the typewriter did not allow.
例如，当学生使用生成式 AI 撰写论文时，他们的质量将会上升，就像文字处理器的出现使教师期望学生现在能够以打字机无法做到的方式创建美观、格式化、经过深思熟虑的文章一样。
The second adjustment for teachers, he says, might seem a bit counterintuitive. He encourages teachers to further integrate AI into class assignments. “The AI becomes a teammate with the student,” he says. Mollick requires his students to use generative AI to review and critique their work with actionable feedback. Students have to do a pre-mortem with their work before they turn it in for their grade. Projects succeed better when you imagine how they might fail first, allowing students to work backward and solve these problems long before Mollick sees their work.
他说，第二个调整对于教师来说可能显得有点违反直觉。他鼓励教师进一步将 AI 融入课堂作业。“AI 成为学生的队友，”他说。莫里克要求他的学生使用生成式 AI 来审查和评论他们的工作，并提供可行的反馈。学生必须在提交作业之前对自己的工作进行预检。当你先想象项目可能如何失败时，项目会更成功，这让学生能够在莫利克看到他们的作品之前很久就回过头来解决这些问题。
As for the third teaching adjustment—the biggest—it involves flipping all classrooms.
至于第三个教学调整——也是最大的调整——它涉及翻转所有课堂。
“Lectures do not make as much sense when I’ve got tools like ChatGPT that can do truly amazing training, all remotely,” he says.
他说：“当我有像 ChatGPT 这样的工具可以进行真正惊人的远程训练时，讲座就没有那么有意义了。”
I know a thing or two about the flipped classroom. In my 2011 TED Talk, I mentioned how, even then, teachers around the world were emailing me, telling me that because of the existence of Khan Academy videos, they did not feel that lectures were a good use of class time anymore. If kids could get microlessons in the form of on-demand video, at their own time and pace, class time could be used for Socratic dialogue, collaborative assignments, and supported student work. Essentially, lectures were now happening at home, and “homework” could now happen in a much more interactive classroom environment.
我对翻转课堂略知一二。在我 2011 年的 TED 演讲中，我提到，即使在那时，世界各地的教师也在给我发电子邮件，告诉我由于可汗学院视频的存在，他们不再觉得讲座是课堂时间的有效利用了。如果孩子们可以按照自己的时间 和节奏以点播视频的形式获得微课，那么课堂时间就可以用于苏格拉底式对 话、协作作业和支持学生的工作。从本质上讲，讲座现在在家里进行，而“家庭 作业”现在可以在更具互动性的课堂环境中进行。
“A lot of stuff just got blown up by ChatGPT, and some of that was good stuff,” Mollick tells me. “There are ways we have taught students for two thousand years that made a lot of sense. We have gotten good at lectures, and we have gotten good at giving essays and assignments to do at home. The thing to remember,” he says, “is that generative AI also makes a teacher’s life easier.”
“ChatGPT 炸毁了很多东西，其中一些是好东西，”莫利克告诉我。“两千年以来我们一直在以一种很有意义的方式教导学生。我们已经擅长讲课，我们已经擅长布置论文和作业，让学生在家里完成。要记住的是，”他说，“生成式 AI 也让教师的生活更轻松。”
Let’s explore how.
让我们来探讨一下如何实现。
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