Generative artificial intelligence empowers primary school Chinese wisdom classroom: value connotation and practice path

• In Event: The role of generative artificial intelligence (AI) in Education: inclusion, innovation, and impact

Proposal

In the face of the wave of artificial intelligence, China has published new curriculum standards in time."Learning task groups" has been on the rise since the release of the new compulsory education curriculum standards . As a form of primary school Chinese curriculum organization, it has the characteristics of situational, practical and comprehensive. Facing the tide of artificial intelligence, this study tries to answer the following questions: How to interpret "learning task groups"? How can artificial Intelligence integrate into learning task groups?

Learning: strengthen the initiative and broaden the scene
"Learning" refers to the relatively lasting changes in an individual's behavior or behavioral potential generated by practice or repeated experience in a specific situation. In "learning task group", "learning" highlights the students' subjective initiative, emphasizes the acquired conscious behavior, and can actively participate in various learning tasks. "Learning" also emphasizes sociality, making students relevant and interacting participants and builders with peers, teachers and learning tasks. Students improve themselves through self-inquiry or collaborative learning.
With the support of artificial intelligence, "learning" will no longer be limited to the traditional classroom environment taught by teachers and students, and it greatly broadens the learning scene, using VR glasses and other ways to allow students to experience the situation. Provide students with tailored learning resources through personalized learning paths and intelligent recommendation big data systems. In addition, learning content and difficulty can be dynamically adjusted according to students' learning habits, ability level, interest preference and other data to achieve true individualized teaching.

Task: Analysis-driven, accurate and efficient
The word "task" has the attribute of social life discourse. It is not only an instruction or requirement, but also a "catalyst" that stimulates action and thinking. In the learning task group, "task" refers to the clear learning goal and learning activity. Through task design, students can achieve the established learning goals by completing specific activities, so the task design needs to take into account students' age, interest, psychological development level and other factors to ensure the feasibility and effectiveness of the task.
In order to achieve this goal, students' needs and ability levels can be more accurately grasped through big data analysis, so as to design more targeted and challenging learning tasks. At the same time, artificial intelligence such as eye movement data can also monitor and evaluate the task execution process in real time, provide teachers with timely feedback, and help teachers adjust teaching strategies. Through the construction of intelligent task management system, automatic task allocation, progress tracking and achievement display can be realized, which greatly improves the efficiency and accuracy of task management and effectively promotes the task.

Group: Deepen connections and promote collaboration
When we deeply understand a learning task, we need to build a complete learning system composed of a series of intrinsically related learning tasks. These tasks are not isolated, but interrelated and progressive, which together form an organic whole - group. "Group" emphasizes the intrinsic connection and interdependence between learning tasks. Tasks are not randomly stacked, and each task is an important part of the whole learning system. Different learning tasks interact and promote each other, and jointly serve a greater learning goal. In this organic whole, each task is carried out around the core theme, and the whole learning system is more targeted and effective.
Under this concept, through the construction of an intelligent collaboration platform, students can conveniently share learning materials, discuss problems, complete tasks together, and engage in group collaboration and interactive communication among students. In addition, intelligent evaluation of the group collaboration process can be carried out to analyze students' performance in collaboration, and personalized feedback and suggestions can be provided to them.

Authors

• Fangyuan Wu

• Gang Li, Northeast Normal University