譯題? K-12人工智能課程：政府認(rèn)可的人工智能課程圖譜（四）

Product by UNESCO （United Nations Educational， Scientific and Cultural Organization） 聯(lián)合國(guó)教科文組織

第一份關(guān)于K-12（學(xué)前教育至高中教育的基礎(chǔ)教育階段）人工智能課程全球狀況的報(bào)告，意在開(kāi)發(fā)有效的支持工具和框架來(lái)促進(jìn)青少年人工智能素養(yǎng)的發(fā)展。

Curriculum integration

Teacher training and support

Upskilling existing teaching staff Most training strategies for government-endorsed curricula pursued the upskilling of existing staff. Some countries， e.g. China and Portugal， indicated that the preparation strategy leverages national training initiatives or projects for the teachers of subjects in which AI is embedded. In other areas such as Belgium， teacher-training programmes are decentralized and undertaken by education networks， and therefore may vary between regions， languages and types of schools （e.g. public or private）.

Non-governmental actors tend to undertake other methods of teacher training. For the MIT DAILy Curriculum， teachers from three districts in the USA participated in training which included both general sessions and 30 hours of implementation practice at summer camps hosted by NGO partners. Industry partners engage in the delivery of training courses remotely or through blended-learning methodologies. For instance， a partnership between IBM and Macquarie Universitys School of Education created the 16-hour Artificial Intelligence （AI） Education for Teachers course hosted on Coursera. The course covers topics such as the history of AI， comparing AI and human intelligence， and ethical considerations in developing and using AI. Some providers offer certification. Intel does this for coaches and lead coaches， the latter of which are often positioned as trainers of trainers.

Integrating AI into initial teacher preparation In Austria， the primary strategy for teacher training was to embed AI topics into initial teacher education at higher education institutions， which were expected to cover not only general AI topics but also the use of AI to support pedagogical processes and teaching and learning.

Supporting in-service teachers In addition to the creation of standards， national and regional governments support the implementation of AI curricula through the development of resources. For example， in Serbia the? ? that were developed for the various AI curricula offered in the country. National or regional initiatives also produce resources such as textbooks and assessment guidelines to support the AI curriculum prior to implementation.

The MIT DAILy Curriculum provides materials to teachers including slide decks， talking points and full lesson plans that they can use or adapt. Industry partners such as IBM， Intel and Microsoft supply them with learning pathways and content through global， open online resources. These partners have also created context-specific teacher resources for implementing countries， including manuals， facilitator handbooks and AI textbooks.

譯文

課程實(shí)施

教師培訓(xùn)和支持

現(xiàn)有教職工的技能提升 大多數(shù)政府認(rèn)可的課程所提供的培訓(xùn)致力于提升現(xiàn)有教職工的技能。一些國(guó)家（如中國(guó)和葡萄牙）表示，他們通常會(huì)根據(jù)國(guó)家的培訓(xùn)項(xiàng)目或計(jì)劃，對(duì)涉及人工智能科目的教師進(jìn)行培訓(xùn)。此外，在比利時(shí)等其他地區(qū)，由于教師培訓(xùn)通過(guò)教育網(wǎng)絡(luò)進(jìn)行，其培訓(xùn)計(jì)劃往往比較分散，培訓(xùn)方式也可能會(huì)因區(qū)域、語(yǔ)言和學(xué)校類(lèi)型（例如公立或私立）的差異而不同。非政府人員傾向于通過(guò)其他方式培訓(xùn)教師。來(lái)自美國(guó)三個(gè)地區(qū)的教師參加了麻省理工學(xué)院的DAILy課程培訓(xùn)，其中還包括通用會(huì)議以及非政府組織合作伙伴主辦的30小時(shí)的夏令營(yíng)活動(dòng)。行業(yè)合作伙伴通過(guò)遠(yuǎn)程或混合教學(xué)的方法為教師提供培訓(xùn)課程。例如，IBM與麥考瑞大學(xué)教育學(xué)院合作，在Coursera上開(kāi)設(shè)了16小時(shí)的人工智能教師學(xué)習(xí)課程。該課程涵蓋人工智能歷史、人工智能與人類(lèi)智慧的比較、開(kāi)發(fā)和應(yīng)用人工智能的倫理考慮因素等專(zhuān)題。一些供應(yīng)商可以為客戶(hù)提供培訓(xùn)資格認(rèn)證。如美國(guó)英特爾公司為培訓(xùn)師和首席培訓(xùn)師提供認(rèn)證，后者通常被定位為培訓(xùn)師的老師。

將人工智能整合到教師的職前培訓(xùn)中 在奧地利，教師培訓(xùn)的主要方法是將人工智能相關(guān)專(zhuān)題納入到高等教育機(jī)構(gòu)的教師職前培訓(xùn)中，該培訓(xùn)不只涵蓋通用的人工智能專(zhuān)題，同時(shí)還包含指導(dǎo)教師如何使用人工智能支持教學(xué)法在教學(xué)中的使用以及支持教與學(xué)的過(guò)程。

為在職教師提供支持 除了建立標(biāo)準(zhǔn)以外，國(guó)家和地方政府還通過(guò)資源開(kāi)發(fā)的方式支持人工智能課程的實(shí)施。例如，在塞爾維亞，人工智能課程的實(shí)施擁有在線(xiàn)工具的支持，包括視頻、演示以及各種人工智能課程開(kāi)發(fā)的交互式任務(wù)。國(guó)家或地方政府也會(huì)在人工智能課程實(shí)施前提供教材和評(píng)估指南等資源。

麻省理工學(xué)院的DAILy課程會(huì)為教師教學(xué)提供資料，包括幻燈片、課程要點(diǎn)和完整的教案，供教師使用或改編。IBM、英特爾和微軟等行業(yè)合作伙伴通過(guò)面向全球開(kāi)放的在線(xiàn)資源為教師提供各種學(xué)習(xí)途徑和學(xué)習(xí)內(nèi)容。這些合作伙伴還為人工智能課程的實(shí)施創(chuàng)建了針對(duì)具體情境使用的教師資源，包括手冊(cè)、輔導(dǎo)員指南和人工智能教材。