关键词: GAI, ChatGPT, 生成式人工智能, 课程, 课程认识

Abstract:

GAI such as ChatGPT has transformed the mode of knowledge production and reproduction, bringing about the “end of scarcity” of knowledge and promoting the experientialization of knowledge. Building a large educational model based on generative AI technology can influence the connotation of the curriculum from the dimensions of philosophical standpoint, curriculum function, and value orientation. The educational model is continually evolving, through language guidance, “feeding” and human feedback alignment, and it brings about the transformation of single-dimensional curriculum “knowledge” to multi-link curriculum “knowledge chain” and even curriculum experience “organism”, as well as the possibility of developmental curriculum goal design, diversity of experience selection, three-dimensional curriculum organization, and panoramic curriculum evaluation, which affects the extension of the curriculum. The picture or depiction of “curriculum” in the context of generative AI is as follows. The essence of curriculum has shifted from knowledge-based and ability-based to subject interaction-focused. The curriculum objectives have shifted from standardization and certainty to openness and flexibility; The curriculum experience has shifted from the mechanical and limited nature of teaching materials and supplementary materials to the freshness and sufficiency of experience. The organization of courses has shifted from linear and single-dimensional to spiral and multi-dimensional space-time. Also, the evaluation of courses has shifted from a score-based and one-dimensional approach to a full-scenario and intelligent approach. The study believes that the “curriculum” in the era of generative artificial intelligence should provide greater possibilities for cultivating talents with the ability to “new quality productivity”. Specifically, it can be defined as helping teachers and students integrate AI-generated content with traditional curriculum systems, providing dual experiences of reality and virtuality, building systematic learning scaffolds and knowledge chains, serving students’ multidimensional development in knowledge and ability, improving students’ core competencies, promoting large-scale individualized teaching through intelligent tutoring systems, helping students bravely cope with an uncertain world and efficiently serve social production, and achieving the ideal of comprehensive development.

Key words: GAI, ChatGPT, Generative AI, curriculum, understanding of curriculum