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Exploring the Impact of ChatGPT/AIGC on Education and Strategies for Response Zongkai Yang, Jun Wang, Di Wu, Xu Chen Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 26-35.   DOI: 10.16382/j.cnki.1000-5560.2023.07.003 Abstract （3559）   HTML （467）    PDF （699KB）（3532）       Knowledge map    ChatGPT, as a representative of AIGC, has a significant impact on education. It empowers teaching by shifting the teaching model from “teacher-student” to “teacher-computer-student”, promoting the shift of teaching content from manual production to intelligent production, and catalyzing the assessment model of “knowledge + literacy”. ChatGPT also empowers learning by promoting the ubiquitization of learning space, meeting the personalized needs for full coverage of the learning process, and forming a human-computer collaborative learning mode. Additionally, ChatGPT empowers education by promoting higher-order ability cultivation and comprehensive literacy cultivation, and innovating the education model of discipline integration. To cope with the impact caused by ChatGPT, we must pay full attention, think calmly, and respond positively. This requires us to accelerate the development of high-level competing products with localized characteristics and to thoroughly study the laws of intelligent pedagogy with human-computer synergy. It also involves handling the important relationships between change and invariance, equity and efficiency in education, and the specialization and universality of technology. Besides, it's important to correctly grasp the direction and development of integration of AI technology and education, and lead the transformation of education system structure and operation mechanism. Reference | Related Articles | Metrics

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ChatGPT/AIGC and Educational Innovation: Opportunities, Challenges, and the Future Yongxin Zhu, Fan Yang Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 1-14.   DOI: 10.16382/j.cnki.1000-5560.2023.07.001 Abstract （2690）   HTML （451）    PDF （805KB）（3871）       Knowledge map    A text-based artificial intelligence application called ChatGPT has sparked attention from all walks of life upon its launch, and its demonstrated value of educational innovation has been hotly debated in particular. Thanks to its advanced algorithms, powerful computing capabilities and massive data base, ChatGPT can learn on its own when interacting with users, thus intelligently providing Q&A, translation, writing and other services. In addition, the newly-released upgraded version of ChatGPT—GPT-4 can also better solve real-time problems, reason logically and write creatively. In the field of education, ChatGPT can be used as a teaching tool, answer professional academic questions, build autonomous learning platforms, save human resources costs, and reconstruct school education structures, providing many development opportunities for educational innovation. However, it also brings some risks and challenges, impacting the role of teachers, the goals of talent cultivation, the traditional school order, and exposes typical issues such as technological dependence, academic misconduct, and intelligent discrimination. Currently, technological renovation is pressing educational innovation step by step, which requires us to approach new technologies positively and cautiously, achieving self-reliance and strength in intelligent technology by strengthening organized scientific research, building a national digital security barrier through revising relevant laws, enhancing application service transparency by clarifying digital education standards, and transforming talent cultivation concepts to form flexible thinking in education evaluation. Based on all this, we must make every effort to create a new form of human civilization in the process of moving towards human-machine co-teaching. Reference | Related Articles | Metrics

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Research Report on Employment Trends of Chinese College Graduates: Based on 2003—2021 Survey Data Changjun Yue, Qinxue Feng, Xiaojia Xin, Wenqi Qiu Journal of East China Normal University(Educational Sciences)    2023, 41 (9): 138-154.   DOI: 10.16382/j.cnki.1000-5560.2023.09.010 Abstract （2088）   HTML （147）    PDF （853KB）（1064）       Knowledge map    Based on ten national survey data sets on Chinese college graduates’ employment status from 2003 to 2021, this paper conducts empirical analysis on employment characteristics and trend of Chinese college graduates. The main conclusions are as follows. First, from the perspective of graduation destination, the proportion of formal employment has reached a new low level, while the proportion of further education continues to rise. The placement rate has declined, and the unemployment rate has rebounded. The placement rates of graduates with different educational levels tends to converge. Second, from the perspective of employment quality, the higher the graduates’ education level, the higher the starting salary and the faster the salary grows. There is a L-shaped downward trend in relative starting salary. Nearly 50% of graduates have lower starting salaries than expected. Employment satisfaction is on a fluctuating upward trend. Third, from the perspective of employment structure, the employment proportion in large and medium-sized cities exceeds 80%. The employment proportion of private enterprises has jumped to first place. The employment proportion of enterprises increases at the beginning and then decreases, which exceeds 50%. Career types shift from homogenization towards diversification, then back to homogenization. The education industry has become the preferred choice for graduates. Fourth, from the perspective of employment matching, the proportion of education-job match first decreases and then increases, exceeding 70%. The proportion of major-job mismatch is about 40%. Fifth, from the perspective of job-searching status, schools are the main source of job-searching information. The number of job applications has not gradually increased over time, and some graduates have obtained job opportunities but do not accept. Expenses on human relationship, transportation and clothing are the three major job-searching expenses. Ability is the most important factor that affects employment outcomes. Graduates have stable career intentions, attaching importance to prospects and income. Table and Figures | Reference | Related Articles | Metrics

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The Influence of ChatGPT/AIGC on Education: New Frontiers of Great Power Games Nanping Yu, Yiran Zhang Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 15-25.   DOI: 10.16382/j.cnki.1000-5560.2023.07.002 Abstract （1218）   HTML （308）    PDF （1057KB）（1159）       Knowledge map    The emergence and development of the new generation of artificial intelligence (AI), represented by the ChatGPT, marks the significant transformation from the weak AI to the strong AI, so as to bring great opportunities and challenges to the education system. The new generation of AI’s technological involvement in education elevates the relationship between teachers and students to a brand new third dimension. It presents the following characteristics: a)the network effects of the relationship between teachers and students, b) the dynamic creation of teaching activities, c) th implicit transmission of knowledge and information. From the perspective of application scenarios, the ChatGPT model will focus on three fields: “teachers”, “students”, and “disciplines”, and play an active role in team building, student training, , and discipline building. The application of ChatGPT to the education system not only cast game-changing influence on the current education norms, but also enlarges the gaps in regional developments, controls the industrial transformation process, reshapes the labor structure and complicates the national information security. Th above-mentioned influences not only go beyond the scope of self-definition of education, but also spread to every field of today’s society, and becomes new Frontiers of Great Power Games, directing the shaping of international power structure. In this process, education will be re-understood and redefined. Table and Figures | Reference | Related Articles | Metrics

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ChatGPT/AIGC and the Future Vocational Education Guoqing Xu, Jinfang Cai, Beijia Jiang, Zheng Li, Hui Yang, Jie Zheng Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 64-77.   DOI: 10.16382/j.cnki.1000-5560.2023.07.007 Abstract （1116）   HTML （70）    PDF （668KB）（1517）       Knowledge map    Generative artificial intelligence such as ChatGPT has attracted strong attention since its inception. This paper reveals the future picture of vocational education under the influence of ChatGPT from four main aspects: vocation, vocational ability, personnel training in vocational education and scientific research in vocational colleges, which affect the development of vocational education and reflect the important functions of vocational education. Firstly, in terms of vocation, this paper puts forward corresponding coping strategies after clarifying the technical principles, mechanisms and paths of ChatGPT’s impact on vocation. Secondly, in terms of vocational ability, after combing the ability of ChatGPT, this paper analyzes the influence of ChatGPT on vocational ability from the explanation of the characteristics and structure of vocational ability, and suggests how to deal with the above influence. Thirdly, in terms of personnel training in vocational education, this paper first discusses the personnel training of vocational education school system, combs the application of artificial intelligence technology in the field of higher vocational education personnel training, and then analyzes the challenge of ChatGPT to higher vocational education personnel training and puts forward countermeasures. Then this paper discusses the personnel training of vocational skills training system, expounds the influence of iterative update of ChatGPT on future skills training and the influence of ChatGPT on the future skills training mode of vocational education. Finally, in terms of scientific research in vocational colleges, after clarifying the basic connotation of scientific research in vocational colleges, this paper depicts the iterative process of scientific research in vocational colleges in the change of skill formation, expounds the influence of ‘de-skill’ technology development represented by ChatGPT on scientific research in vocational colleges, and answers how scientific research in vocational colleges should deal with ‘de-skill’ technology development represented by ChatGPT. Reference | Related Articles | Metrics

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The Transformation of Teachers’ Work in the Era of ChatGPT/AIGC: Opportunities, Challenges, and Responses Huan Song, Min Lin Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 78-90.   DOI: 10.16382/j.cnki.1000-5560.2023.07.008 Abstract （982）   HTML （91）    PDF （1388KB）（1425）       Knowledge map    As the latest breakthrough in artificial intelligence, ChatGPT has attracted widespread attention and discussion in the field of education since its release, requiring an analysis and exploration of its impact on teachers’ work from both theoretical and practical perspectives. Drawing upon the theoretical ideas of Biesta’s “weakness of education” and Dewey’s “philosophy of communicative action”, this paper deeply considers the essence of the integration between ChatGPT and education. According to different ways of thinking about “strong education” and “weak education”, teachers and schools have different degrees of replaceability. Teachers should pay attention to the value orientation of education, grasp the essence of education, seize the opportunities brought by ChatGPT in personalized learning, teacher workload, and teacher self-growth, and actively respond to the challenges brought by ChatGPT in learning objectives, teaching processes and design, and evaluation methods. Starting from the fundamental task of education and “competency-based suyang” education, and focusing on the digital information literacy of educators, this paper proposes new requirements for the structure of teachers’ competency in the new era: the ability to lide shuren (cultivate moral character and educate students), professional ethics in the digital age, the ability to integrate artificial intelligence into teaching, and the ability to update the curriculum, learning, teaching, and evaluation. Table and Figures | Reference | Related Articles | Metrics

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Investigation into the Transformation of Knowledge-Centered Pedagogy with ChatGPT/Generative AI Jingyuan Chen, Liya Hu, Fei Wu Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 177-186.   DOI: 10.16382/j.cnki.1000-5560.2023.07.016 Abstract （931）   HTML （86）    PDF （2035KB）（1217）       Knowledge map    This paper explores the transformative role of ChatGPT in the teaching mode centered on knowledge concepts. As a language generation model, ChatGPT is capable of in-depth language comprehension and innovative combinations by mining the symbiotic relationships between words through massive language data learning. However, in the field of education, ChatGPT faces limitations such as over-reliance on training data, weak logical reasoning ability, and limited ability to handle new scenarios. To overcome these limitations and enhance the accuracy and relevance of ChatGPT’s generated content, this paper proposes an organic combination of ChatGPT with the organization of teaching resources centered on knowledge concepts, and improve ChatGPT by creating structure diagrams of knowledge concepts. Additionally, several specific and feasible ways to assist teachers and students using ChatGPT are also proposed. Finally, this paper discusses how to combine the prompt research paradigm with the teaching mode centered on knowledge concepts to help ChatGPT establish a “knowledge system”. This will enable ChatGPT to become a language generation model driven by both data and knowledge, providing more intelligent and personalized services in the education field, and promoting its development and transformation. Table and Figures | Reference | Related Articles | Metrics

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ChatGPT/AIGC Reshape Education: Underlying Logic and Possible Paths Zhi Zhang Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 131-142.   DOI: 10.16382/j.cnki.1000-5560.2023.07.012 Abstract （889）   HTML （78）    PDF （1879KB）（1190）       Knowledge map    As a large model based on general artificial intelligence, ChatGPT can provide generative information acquisition services, and its functions far exceed any previous retrieval and search tools. Its appearance will also have a profound impact on education. This paper analyzes the influence of ChatGPT on education through literature research and other methods, analyzes and demonstrates its underlying logic of reshaping education from the perspective of brain science, knowledge view, and educational metacognition, and proposes its possible path to reshape education. The article believes that the impact of ChatGPT on education will mainly change education profoundly in the fields of the effectiveness of traditional educational tools, knowledge value theory, resource form, learning model, evaluation methods, and human-machine collaboration IQ. Its change in education conforms to the essence of brain science, echoes with the concept of knowledge, and also conforms to educational values. The birth of ChatGPT gave birth to a new form of education. In the future, it is necessary to accelerate the construction of human-computer collaborative IQ, educational evaluation systems, and computing-based teaching strategy models, and accelerate the revolutionary reshaping of human education. Table and Figures | Reference | Related Articles | Metrics

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ChatGPT/AIGC and the Value and Mission of Higher Education Yuan Xun Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 56-63.   DOI: 10.16382/j.cnki.1000-5560.2023.07.006 Abstract （883）   HTML （75）    PDF （640KB）（1236）       Knowledge map    Even though large multimodal models have broad application prospects at all stages of education, especially higher education, we should first focus on how to more effectively train students’ ability to cope with AI, or develop their wisdom to cooperate with AI in the process of applying this model. Today, with the rapid development of artificial intelligence, what artificial intelligence cannot achieve in education, especially in the field of higher education, is exactly the real value of human education, especially higher education, including the development of human unique rationality, collectivity and richness of human intelligence, adaptability of human culture, human moral and ethical choices, and human creativity. Higher education in the era of artificial intelligence must adhere to the intrinsic value of higher education, focus on the development of students’ morality, ethics, spirit and creativity, and provide necessary guidelines for rational application of artificial intelligence, so as to ensure that the young generation can continuously develop human collective intelligence under the premise of correct use of artificial intelligence, so as to create a future of common happiness for mankind. Reference | Related Articles | Metrics

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ChatGPT in Education: A Diagnostic Study of Teaching Ability Liang He, Zhenyu Ying, Yingying Wang, Wenqi Sun Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 162-176.   DOI: 10.16382/j.cnki.1000-5560.2023.07.015 Abstract （835）   HTML （70）    PDF （964KB）（1337）       Knowledge map    The development of artificial intelligence technology is triggering profound changes in the field of education. As a new generation of natural language processing tools driven by artificial intelligence technology, ChatGPT has attracted widespread attention and use due to its powerful language understanding and text generation capabilities. However, due to the special nature of education, it is especially important to pay attention to whether it will have a negative impact on students while accepting it. In order to investigate the current teaching ability of ChatGPT, Shanghai Institute of AI Education, East China Normal University organized a diagnostic study of ChatGPT in teaching ability. Through 118 questions and 800 rounds of questioning, six teachers and nine students found that ChatGPT does not yet have the ability to tutor students independently, but it can be used as a good assistant for teachers to improve their daily work efficiency. Teachers should approach, learn, and use general AI tools as soon as possible, understand their potential risks, and teach students how to properly face and use general artificial intelligence tools. Table and Figures | Reference | Related Articles | Metrics

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AI-Driven Educational Reform: The Impact and Prospects of ChatGPT/GPT Li Jiang Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 143-150.   DOI: 10.16382/j.cnki.1000-5560.2023.07.013 Abstract （819）   HTML （74）    PDF （578KB）（970）       Knowledge map    With the rapid development of artificial intelligence technologies and the emergence of AI such as ChatGPT and GPT-4, traditional education models are facing significant challenges. We have entered the era of artificial intelligence, and in this era, education should shift from focusing on cultivating individual abilities without AI assistance to nurturing comprehensive abilities with AI support. Using AI technologies such as ChatGPT correctly can provide students with learning resources and personalized learning paths. At the same time, AI can also offer many conveniences for teachers, transforming them into AI-enhanced “super teachers.” The education system should embrace technological changes to achieve truly interest-driven, self-driven, and inquiry-based learning. In the era of artificial intelligence, the focus of education should include teaching of AI thinking, creative and innovative capabilities, design thinking, communication skills, teamwork, problem-posing abilities, and learning abilities with the assistance of AI. Reference | Related Articles | Metrics

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The Impact of ChatGPT/AIGC on Learning from the Perspective of Learning Evolution Minjing Ni Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 151-161.   DOI: 10.16382/j.cnki.1000-5560.2023.07.014 Abstract （746）   HTML （72）    PDF （666KB）（997）       Knowledge map    ChatGPT is a brand new knowledge tool that can be compared to the emergence of text (which enables knowledge to exist outside the human brain) and the emergence of the Internet (which enables every brain to fairly acquire and express knowledge). Through new machine learning algorithms, it achieves the creativity and generative power of artificial intelligence and opens up wisdom outside the human brain. This has had a huge impact on learning itself, and has even led to the evolution of learning to a new stage - the super learning stage. Reference | Related Articles | Metrics

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The Changes of the Academic and Vocational Education Streaming Policy: Sequence, Structure, and Logic Jin Jin, Tianjun Cheng Journal of East China Normal University(Educational Sciences)    2023, 41 (6): 26-37.   DOI: 10.16382/j.cnki.1000-5560.2023.06.003 Abstract （731）   HTML （11）    PDF （760KB）（443）       Knowledge map    Over the past 40 years since the Reform and Opening-up, the effective implementation of the academic and vocational education streaming policy has made great contributions to the structural reform of secondary education, the national economic construction, and the human resources development. In the future, with the changes of the social environment, the streaming will also face many disputes and challenges. To deeply understand the current streaming contradiction and clarify the future institutional trend, we need to “face the history”, and examinations based on the perspective of Historical Institutionalism is an effective way. Through reviewing the policy texts since the Reform and Opening-up, it is found that the development of China’s streaming policy shows the characteristics of gradual institutional change dominated by the state, and has experienced four stages: the recovery of the secondary vocational education with the aim of economic construction, the streaming exploration from pursuing efficiency to emphasizing reasonableness, the streaming landslide under the impact of college enrollment expansion, and the integration of the vocational and academic education under the concept of “people-oriented”. The adjustment of industrial structure, the reform of national governance and the prevalence of the cultural concept of people-oriented have promoted policy development as the overarching structure, and the interaction between the micro actors and the policies also has brought opportunities for its reform. Rationally viewing the “path dependence” and policy reform, giving full play to the role of institutional background in guiding and promoting policies, and establishing “decentralized decision-making” and “diversified cooperation” mechanisms are the effective ways to break through the institutional obstruction and realize the path optimization. Reference | Related Articles | Metrics

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The Connotation and Influencing Factors of Employment Ability of College Students in China：Based on the Comparison Between Applied Universities and Research Universities Qiuheng Shi, Kexin Ren Journal of East China Normal University(Educational Sciences)    2023, 41 (8): 1-12.   DOI: 10.16382/j.cnki.1000-5560.2023.08.001 Abstract （718）   HTML （103）    PDF （1194KB）（587）       Knowledge map    The structural contradiction between employment difficulty and recruitment difficulty highlights the disharmony between the structure of higher education and the demand for talents of economic and social development. This paper explores the current situation and influencing factors of the employability of college students in research universities and applied universities by constructing a structural model of the employability of college students. It is found that the employability model of college students, which is composed of personality traits, general ability and professional knowledge and skills, is well supported by the data. The employability of Chinese college students is mainly based on comprehensive literacy and ability, and the applied talents have obvious advantages in vocational technical skills. The first classroom is the main front to improve the employability of college students, while the second classroom is of great value to college students with high employability. The quality of practical training in application-oriented colleges and universities needs to be improved. Therefore, colleges and universities should give full play to the different values of the first classroom and the second classroom to realize individualized teaching. Application-oriented colleges and universities should take engineering talents as the goal of talent training, improve students’ comprehensive quality in an all-round and multi-channel way, increase the construction of practice and training so as to realize the combination of characteristics and high quality. Table and Figures | Reference | Related Articles | Metrics

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“Learning by Doing” as a Social Theory: A New Attempt to Deepen Dewey Research Shiwan Tu, Kai Zhu Journal of East China Normal University(Educational Sciences)    2023, 41 (6): 14-25.   DOI: 10.16382/j.cnki.1000-5560.2023.06.002 Abstract （699）   HTML （43）    PDF （717KB）（793）       Knowledge map    What is hidden behind learning by doing is the era’s problem of change of ancient and modern, and the social problem of transformation from pre-modern society to modern society. John Dewey is a strategic agent committed to solving the problem of social transformation. His theory of learning by doing faces the conflicts arising in social transformation and promotes social progress by solving these conflicts. From the perspective of social theory, it is based on conflict theory. The social ideal of learning by doing is to build democratic communities based on local autonomy. It is in this sense that the “doing” of learning by doing is communication, intercourse, cooperation and experimentation, and also refers to student autonomy. The real learning by doing is to “learn” by “doing” in an autonomous community with a shared meaning, and to learn in the deep democratic life with high interest. So, learning by doing is not only an educational theory, but also a social philosophy with conflict theory as its core and devoted to solving problems of social transformation towards democratic communities. Reference | Related Articles | Metrics

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What is Artificial Intelligence (AI) Competency: Essence, Composition and Evaluation Systems Baichang Zhong, Xiaofan Liu, Minghuan Yang Journal of East China Normal University(Educational Sciences)    2024, 42 (1): 71-84.   DOI: 10.16382/j.cnki.1000-5560.2024.01.005 Abstract （607）   HTML （39）    PDF （845KB）（467）       Knowledge map    The ChatGPT has both positive and negative effects on education. The field of education should consider not only how to empower students to meet the challenges posed by AI, but also how to develop students’ competency to adapt to AI. In this paper, we refer to this competency as AI competency, i.e., the core competency of students with both domain specificity and domain generality cultivated through AI education. AI competency is a new competency arising from the development of AI technology. Technology ontology, philosophical epistemology and educational psychology are interconnected to understand the essence and composition of AI competency. From the perspective of technology ontology, this paper analyzes the essence of AI competency-the technicalization of human beings. From the perspective of philosophical epistemology and educational psychology, this paper analyzes the composition of AI competency. Key competency development is essentially a dynamic transformation process of “knowledge and thinking”. Affectivity, as a knowledge-derived emotional experience, not only nourishes the process of knowledge construction and thinking development, but also serves as the foundation and source for acquiring moral conceptions. Thus, the interplay of knowledge, affectivity and thinking underpins the logic of students’ AI competency. In this vein, this paper constructs an evaluation system of AI competency based on three dimensions: AI knowledge, AI affectivity, and AI thinking. Table and Figures | Reference | Related Articles | Metrics

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Educational Reform in the ChatGPT/AIGC Era Yukun Chen Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 103-116.   DOI: 10.16382/j.cnki.1000-5560.2023.07.010 Abstract （604）   HTML （56）    PDF （7518KB）（865）       Knowledge map    ChatGPT/AIGC was born at the end of 2022. What impact will it bring to education and how should education respond in the future? This article proposes that human-machine collaboration will become the mainstream teaching mode in the future era, and the class teaching system will gradually withdraw from the historical stage. The main function of future teachers will shift from teaching to educating people, and a group of “super teachers” will stand out. Paper textbooks will be cleared out of backpacks, and paperless campuses are no longer a dream. Meaningful learning will replace effective learning for the first time, becoming the most concerned language for schools and parents, and the main research topic for educational researchers. Table and Figures | Reference | Related Articles | Metrics

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Is AGI Approaching: Rethinking the Development of AI and Future Education in the Context of the ChatGPT Craze Xiaoqing Gu, Yiling Hu, Xiangjun Hao Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 117-130.   DOI: 10.16382/j.cnki.1000-5560.2023.07.011 Abstract （600）   HTML （61）    PDF （1529KB）（948）       Knowledge map    Technology and education have been competing to promote the progress and development of human society. The team of “Research on Artificial Intelligence Promotes the Development of Future Education” continues to pay attention to the trends of technology under the AI craze, as well as the impact of new technological developments on future education. The project conducts in-depth analysis of artificial intelligence technology development, the interaction between technology, society and education ecology, and the internal structural elements of the education system. The project has formed systematic achievements on issues such as talent strategy, knowledge view, teaching and learning reform, and teacher role reshaping under the influence of artificial intelligence. Under the new wave of artificial intelligence represented by ChatGPT, what challenges will education face? Has the critical point of AGI really been breached? What are the new trends in the ecological interaction between technology, society and education? Based on the nature of intelligence, this study attempts to answer whether ChatGPT heralds a breakthrough in AGI, and examines the impact of the competition between technology and education on what to teach, how to teach, and who will teach from the perspective of the social ecological system. It is foreseeable that education must take action to respond to the impact of technology on human wisdom. It should focus on raising the intellectual threshold about asking new questions of transforming the world and creating new knowledge, and establish an ecological perception of the development of education, technology and talent. Table and Figures | Reference | Related Articles | Metrics

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Theoretical Foundations and Practical Strategies of Developing Creative Talent David Yun Dai Journal of East China Normal University(Educational Sciences)    2024, 42 (1): 1-23.   DOI: 10.16382/j.cnki.1000-5560.2024.01.001 Abstract （573）   HTML （52）    PDF （917KB）（523）       Knowledge map    The nurturing of creative talent is a significant and urgent matter. However, what constitutes creative talent, and how to identify and educate them-these issues still await good theoretical answers and practical guidance. This article is intended to address human creative potential in terms of how it develops and leads to creative accomplishments, and how educational and social interventions can be designed accordingly to identify, nurture, and culturally support the development of creative productivity. For the nature of creative talent, the article identifies five types of innovations and three types of creative talent. For identification, it is proposed that identification should be more dynamic and developmentally responsive. For nurturing creativity, a three-phase developmental and domain-specific approach is proposed. For cultural support, several issues are brought up as to what constitutes a creativity-friendly culture. Finally, the article proposes a set of five strategic considerations for implementing such a practical agenda, and for guiding policy, the article suggests four principles to follow, as well as precaution for conceptual traps that might hinder this line of work. Table and Figures | Reference | Related Articles | Metrics

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ChatGPT from the Perspective of Computational Education: Connotation, Theme, Reflection, and Challenge Yonghe Zheng, Danhua Zhou, Yonghe Zhang, Xuewei Tian, Jingying Wang, Yi Zheng Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 91-102.   DOI: 10.16382/j.cnki.1000-5560.2023.07.009 Abstract （543）   HTML （43）    PDF （1093KB）（885）       Knowledge map    The advancement of artificial intelligence technology, represented by ChatGPT, has driven the transformation and upgrading of data-intensive paradigms in the era of computational education, and pushed computational education towards a critical period of development. This article first explores the value connotation of the generative artificial intelligence model represented by ChatGPT, in order to reveal the essence of promoting the upgrading of computational education paradigm through the advancement of artificial intelligence. Secondly, we explore the emerging educational research themes of teacher-student-machine knowledge generation through social network analysis and data mining, and analyze the multi-agent research of teacher student machine in the school field from four aspects: technological breakthroughs, student learning, teacher teaching, and school education based on the core domain relationship graph to jointly promote the in-depth development of computational education research, which outlines a diversified research landscape of human-machine integration driven by strong algorithmic computing power in computational education iterations. We further reflect on ChatGPT’s educational application as a tool rather than the ultimate goal, that is, ChatGPT serves as a technical means to assist writing rather than a responsible subject, as an enhancement and supplement to teaching rather than replacing the role of a teacher, and it is required to cooperate with assisting students in learning and not become overly dependent. Finally, we explore the key challenges that ChatGPT brings to the development of computational education from the perspectives of theoretical construction and decision-making empowerment, namely exploring the basic theoretical construction based on educational computing, promoting the evolution of structural rules in computational education, practicing the environmental construction and application practice of computational education, enhancing teachers’ abilities to achieve educational orientation in educational computing, and preventing privacy and bias risks of intelligent application data. Table and Figures | Reference | Related Articles | Metrics