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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
    Abstract2004)   HTML399)    PDF (805KB)(3087)      

    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.

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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
    Abstract2376)   HTML396)    PDF (699KB)(2592)      

    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.

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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
    Abstract636)   HTML61)    PDF (964KB)(1136)      

    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.

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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
    Abstract748)   HTML52)    PDF (668KB)(1122)      

    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.

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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
    Abstract684)   HTML71)    PDF (2035KB)(984)      

    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.

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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
    Abstract798)   HTML83)    PDF (1388KB)(981)      

    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.

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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
    Abstract677)   HTML61)    PDF (640KB)(945)      

    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.

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    ChatGPT/AIGC and Modernization of Education Governance: Also on the Transformation of Education Governance in the Digital Era
    Hongyu Zhou, Yuyang Li
    Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 36-46.   DOI: 10.16382/j.cnki.1000-5560.2023.07.004
    Abstract433)   HTML46)    PDF (719KB)(931)      

    The application of digital technology to educational governance is a strategic choice to cope with the changes of the times and society. Educational governance in the digital era has two meanings. One is “digital-based educational governance”, the other is “governance of digitalization in education”. The former inspires us to make full use of the governance dynamics of ChatGPT; the latter inspires us to strengthen the risk governance of ChatGPT. Along this line of thought, we can find that the introduction of ChatGPT, a new generation of artificial intelligence technology, has ushered in a major opportunity for the education governance system to be perfected and the education governance capacity to be effectively improved. However, the current ChatGPT is not perfect, and the tension between the existing education governance system and ChatGPT has not yet been dissolved, resulting in its potential application in education governance not being fully released. In view of the potential of ChatGPT, education governance in the digital era is increasingly moving towards scientific, efficient, democratic, rule of law and intelligent development. We should start from improving the governance system of “one core, multiple governance”, improving education governance capacity, building a proactive education governance framework, and jointly building a global education governance system, so as to prevent the risks of ChatGPT application while leveraging its momentum to help modernize education governance and promote the modernization of Chinese education with the modernization of education governance.

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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
    Abstract694)   HTML58)    PDF (1879KB)(905)      

    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.

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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
    Abstract935)   HTML295)    PDF (1057KB)(882)      

    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.

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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
    Abstract619)   HTML57)    PDF (666KB)(794)      

    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.

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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
    Abstract635)   HTML56)    PDF (578KB)(771)      

    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.

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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
    Abstract781)   HTML87)    PDF (853KB)(723)      

    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.

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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
    Abstract441)   HTML44)    PDF (1529KB)(722)      

    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.

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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
    Abstract471)   HTML42)    PDF (7518KB)(714)      

    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.

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    Research on the Relationship between Exam-oriented Education and Students’ Creativity
    Zheng Ke, Can Liang
    Journal of East China Normal University(Educational Sciences)    2023, 41 (4): 72-82.   DOI: 10.16382/j.cnki.1000-5560.2023.04.006
    Abstract1086)   HTML81)    PDF (783KB)(706)      

    Although many people rightly believe that exam-oriented education hinders the development of Chinese students’ creativity, there is no basic evidence to prove that the overall creativity level of Chinese students is lower than that of other countries. Therefore, it should not be simply asserted that exam-oriented education restricts the cultivation of Chinese students’ creativity. But this does not mean that exam-oriented education has nothing to do with students’ creativity. A reasonable explanation is that exam-oriented education has different effects on different types of students. It is effective in “raising the bottom”, but it will obviously hinder the creativity of top students. This is supported by many direct and indirect factual evidence. Although the number of highly creative students accounts for a small proportion, their creativity is affected, which is related to national security and competitiveness and deserves attention and vigilance. Exam-oriented education has a significant negative impact on the creativity level of top students, which does not mean that other groups of students are not affected by it. But in the environment of exam-oriented education, the top students are more affected and restricted. Using the analytical framework provided by the “the componential theory of creativity”, this negative impact can work through three mechanisms, that is, reducing the width and depth of top students’ knowledge mastery, reducing the spirit of adventure and questioning, as well as the tolerant attitude towards uncertainty, and weakening the internal motivation of learning.

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    Education Quality and National (Regional) Income Gap: Construction of the Global Education Quality Index
    Yan Cao, Guoyang Zhang, Xinyue Yao
    Journal of East China Normal University(Educational Sciences)    2023, 41 (10): 66-79.   DOI: 10.16382/j.cnki.1000-5560.2023.10.006
    Abstract136)   HTML17)    PDF (1141KB)(660)      

    The relationship between education development and economic distribution has always been a hot topic in the field of education economics. This study is based on the background of achieving common prosperity, using global education and economic development data from 2000 to 2018 to construct a global education quality index, and based on the index, explores the relationship between education quality and income inequality. The study found that : first, China’s education quality index is at a medium level globally, with the quality of school education operation ranking top, but the competitiveness of the basic education assurance quality index and the quality of secondary and higher education development index is relatively low. The reasons for this are twofold: on the one hand, China’s expansion of higher education came later, making young people the main holders of secondary and higher education degrees. Under the influence of the aging population structure, the proportion of people with secondary and higher education degrees is low, directly lowering China’s index of secondary and higher education development. On the other hand, compared with other countries, China’s public education expenditure ratio is relatively low, coupled with poor completion rate in primary school, which indirectly lowers the quality index of basic education assurance in China. Second, by constructing a two-way fixed effect model to explore the relationship between education quality and national income inequality, it was found that the higher the overall education quality and school education operation quality of a country, the lower the degree of income differentiation, indicating that the improvement of national education quality can to a certain extent promote the realization of common prosperity. Based on the above findings, the study suggests the following: first, consolidate the attainable indicators of basic education, increase the investment in public education funds to meet the minimum targets, and strengthen the guarantee of basic education. Second, continue to leverage the advantage of the quality of school education operation and promote the attainment of graduation standards for secondary school graduates through both academic and vocational tracks in order to improve the whole skill of China’s reserve workforce.

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    The Subversion and Resetting of the “Basic” of Basic Education by ChatGPT/AIGC
    Zhengtao Li
    Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 47-55.   DOI: 10.16382/j.cnki.1000-5560.2023.07.005
    Abstract440)   HTML54)    PDF (630KB)(658)      

    The relationship between ChatGPT and basic education poses a dual challenge: the challenge ChatGPT presents to basic education, and the challenge basic education presents to ChatGPT. Regarding the challenge that ChatGPT poses to basic education, it brings about a subversive and systemic change to the “basic” of basic education, which is both basic and systemic. As for the challenge that basic education presents to ChatGPT, it requires a reverse thinking process to answer three fundamental questions. Firstly, ChatGPT has changed everything about basic education, but can basic education change ChatGPT? How can ChatGPT be changed? Secondly, what kind of technological changes and ChatGPT can meet the needs of basic education and conform to the laws of basic education? Thirdly, can basic education reform change and even subvert the technological changes represented by ChatGPT? The most fundamental way of subversion is to “legislate” the use of ChatGPT in basic education, establish laws for education, including educational values and educational thinking.

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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
    Abstract408)   HTML35)    PDF (1093KB)(636)      

    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.

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    Does Growth Mindset Affect Students’ Social and Emotional Skills Development: Empirical Analyses Based on OECD Social and Emotional Skills Study
    Zhongjing Huang, Kaiyue Shang, Jing Zhang
    Journal of East China Normal University(Educational Sciences)    2023, 41 (4): 22-32.   DOI: 10.16382/j.cnki.1000-5560.2023.04.002
    Abstract481)   HTML321)    PDF (697KB)(615)      

    Mindset plays a decisive role in people’s words and deeds. This study adopted the OECD-Suzhou data to explore the growth mindset of 10-year-old and 15-year-old adolescents in social and emotional skills from the perspective of students, parents, and teachers, as well as the relationship between their thinking patterns and abilities. The results of the study show that, first, the growth mindset of students’ social and emotional skills is restricted by socioeconomic status. Second, the growth mindset of students, parents, and teachers’ social and emotional skills is significantly positive, relevant, and predictive for students’ social and emotional skills. This result has enriched the current research on growth-oriented mindset and society and skills, and pointed out and provided new ways and new measures to promote the cultivation of the social and emotional skills of our teenagers.

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