教育会输给技术吗？

人工智能的进步正在引领一场迅猛的技术变革。理解人工智能的能力与人类技能的关联，认识它们随时间推移而发展的状况，对于理解这一变革过程至关重要。 2016年和2021年，OECD两次运用“国际成人能力测评项目”，测评了人工智能的读写和计算能力。研究表明，人工智能在“国际成人能力测评项目”测试中的表现可能优于大部分成人，其读写能力可以超过90%的成人，计算能力可以超过57%～88%的成人。据专家预测，到2026年，人工智能将可能完成“国际成人能力测评项目”中所有的读写和计算测试。 报告表明，人工智能在读写和计算方面的表现可能超过大部分人口。这对就业和教育具有重要影响。报告还强调需要加强劳动力的基础技能，并使其做好准备，在关键领域与人工智能合作。 这些研究是如何进行的？人工智能的能力如何测评？人工智能的发展对人类就业和教育有什么影响？教育该如何应对？答案尽在本书中。

纲要················································································1 方法论·············································································2 主要发现··········································································2 结论················································································4 第一章 搭建舞台：评估人工智能影响的方法 ···························7 测量人工智能能力和影响的已有研究 ··································· 10 人工智能能力探索性测评的目标 ········································· 15 本报告的结构·································································· 18 参考文献········································································ 18 注释·············································································· 20 第二章 人类技能与人工智能能力的演变 ···································· 23 技能供给的变化······························································· 25 人工智能能力的最新发展 ·················································· 36 测量人工智能能力的重要性 ··············································· 46 参考文献········································································ 48 附录2.A　补充表格 ·························································· 52 注释·············································································· 62 第三章　基于“成人技能调查”的人工智能能力测评的方法论 ·······63 “成人技能调查”概述 ························································ 64 确定一组计算机科学家 ····················································· 70 收集专家判断·································································· 72 问卷开发········································································ 74 构建人工智能读写和计算能力表现的综合度量 ······················· 76 困难挑战和经验教训 ························································ 77 参考文献········································································ 79 第四章　专家对人工智能读写和计算能力的测评 ···················· 81 人工智能在读写领域的能力评估 ········································· 82 人工智能在计算领域的能力评估 ········································· 96 参考文献·······································································111 附录4.A　补充表格 ·························································112 第五章　2016—2021年人工智能读写和计算能力的变化 ··········113 人工智能读写能力随时间推移的变化 ··································115 人工智能计算能力随时间推移的变化 ··································123 参考文献·······································································131 附录5.A　补充图表 ·························································131 注释·············································································135 第六章　人工智能能力的持续进步对就业和教育的影响 ··········137 测评结果概要·································································138 不断发展的人工智能读写和计算能力对政策的影响 ················145 测评人工智能的新方法 ····················································158 参考文献·······································································159 注释·············································································162 译后记 ··········································································163

作者 经济合作与发展组织（OECD） 各国政府合作商讨应对经济、社会和环境全球化挑战的特别组织，现包括38个成员国。长期致力于技术进步对教育影响研究，其教育研究与创新走在世界前列，内容广泛且前沿，视角新颖且独到。 译者 杜海紫，博士，讲师，任职于华东理工大学外国语学院，主讲大学英语、英语史、电子商务、商务英语写作等课程。参译《为了更好的学习：教育评价的国际新视野》《如何教授商务英语》等，主译《趋势塑造教育》（书名暂定，待出版）等。 审校者 窦卫霖，华东师范大学外语学院教授，博士生导师，翻译专业责任教授，跨文化交流学科带头人。兼任上海翻译硕士教育指导委员会委员、中国话语分析研究协会常务理事、上海市外文学会理事，英国剑桥大学英语学院、美国佛罗里达A & M大学商学院和美国圣奥拉夫学院访问学者。主要研究方向为跨文化交际与翻译、跨文化商务沟通、话语分析、对外传播等。主持并完成8项国家级和省部级科研项目，在《外语教学与研究》等核心期刊上发表论文几十篇，出版专著、译著及教材十余部。

暂无其它内容！

暂时还没有人为这本书评论！