Principal Huang Xuefeng said: My son and I talked about artificial intelligence ChatGPT

Since the topic of ChatGPT became popular in the domestic media, I have always wanted to sign up for OpenAI and try this amazing-sounding tool with my own hands, and I want to experience the thrill of having a "personal artificial intelligence assistant". Unfortunately, it has not been successfully registered so far. I tried it several times and used a VPN, and the answer was "sorry, it is prohibited in your area", which is probably the reason why there is a red wall outside the red wall.

Two days ago, I saw the news that the use of this tool and related apps has been completely banned in China. There are many reasons given, chief among which seems to be the fear that our brains, which have always lacked the ability to discriminate, will be misled by unscreened information and knowledge. After all, artificial intelligence is not human, who knows what unbearable things it will say? There's also news that China's tech giants are about to develop similar tools that can be used in China, just like if you have Google, then we can have Baidu, you have Twitter, then we can have Wechat, you have OpenAI, then we can have CloseAI. The so-called beauty of each is beautiful, the beauty of beauty, and the beauty of beauty, but the world is a little different.

I don't need this tool all the time, and I have to read about ChatGPT everywhere, especially about its impact on education and learning. It's okay to tickle the boots. And I've also seen a seemingly alarmist argument that with this tool, the role of teachers may be greatly reduced, and there is even a risk of being replaced by artificial intelligence. This consequence can be directly related to my vital interests and job problems in education, so I must study it carefully.

As a teacher, I decided to talk to my son, who is now a student, about how he sees ChatGPT's impact on his learning. However, I have some self-knowledge, knowing that I have to do a little homework before talking to him about this topic, otherwise I guess I can't even understand what he says, because he is about to enter the university has been studying outside the wall for many years, and has long been interested in computers, blockchain, artificial intelligence and other fields and has learned a lot of cutting-edge knowledge. From the moment ChatGPT was introduced, he began to use and test it, and developed some unique experiences and unique opinions. At the same time, I know that he also specially tested a popular ChatGPT bug check software, and learned the algorithm behind it. In the face of such a student expert, I need to carefully prepare for the class.

The full name of ChatGPT is Chat Generative Pre-trained Transformer, which directly translates to Chinese generative pre-trained transformer, which is essentially a language model of artificial intelligence. The technology behind it is called AIGC, which stands for AI Generated Content and Chinese is generative artificial intelligence. I think the key word here is "generative", which means that instead of copying and pasting ready-made content, it generates completely new content based on existing content, such as articles, poems, plans, and programs.

There is an article that analyzes the past and present of ChatGPT and its possible impact on our work-study life (ChatGPT, a more centralized power?). , quantum school). The emergence of such artificial intelligence tools represents an increase in human productivity, and it may become an indispensable part of human learning life like the tools produced in previous technological revolutions, such as computers and mobile phones. Regarding education, the article believes that ChatGPT may affect or even gradually replace the analysis, judgment, and even decision-making functions in the human brain, just as the emergence of Internet search engines has slowly replaced people's memory functions. Without timely and appropriate reform of education, the student's brain training will no longer be complete, and human intelligence will gradually erode its own laziness, because all answers, both past content and new content generated specifically for you, are so readily available. The article suggests that education must develop children's ability to ask questions and give instructions, when behind these abilities are actually human creativity, imagination and leadership.

In another article, Ni Minjing, deputy director of the Shanghai Municipal Education Commission, argues that because AI tools such as ChatGPT can answer almost all students' knowledge questions, the education model with knowledge transfer as the core is bound to be a dead end. He believes that education must be reformed in the direction of cultivating students' independent thinking ability and correct judgment, and that teaching methods should also develop towards the idea of using artificial intelligence tools to improve teaching and learning rather than resist change, and that students' learning should pursue high quality, pursue depth of thinking, and cultivate learning motivation and unremitting research spirit (Ni Minjing: In the face of ChatGPT, traditional education has been forced into a corner? , First Education).

I think that due to the emergence of tools such as ChatGPT, the work of teachers and the learning of students in the near future will be carried out in cooperation with artificial intelligence. There can be no doubt about this, just as computers and mobile phones have now irreversibly entered the work-learning process of teachers and students. Of course, computers and mobile phones bring us the convenience and efficiency of learning, but also bring a lot of negative effects to the school's education work and students' learning, so ChatGPT will also bring a lot of negative impacts, some we have seen now, and some may not appear until it is widely popularized. Whether those negative effects exist or not, I think we educators must be acutely aware that in the face of such a pervasive, accessible and disruptive tool that changes the way we learn and work, it must be as useless as a mantis to resist or ban it.

The views of some foreign scholars are similar to those of Director Ni Minjing. They believe that educators must first accept the reality that artificial intelligence is about to enter education and teaching, first learn to use artificial intelligence tools, and then strive to change the design of learning tasks to cultivate students' ability to surpass and control artificial intelligence, such as critical thinking ability and creativity. At the same time, schools should design courses that teach students the correct use of AI tools, so that students master the skills to use AI to optimize their own learning, rather than using it to replace their own learning. (Yongjun Zhang, ed., Artificial Intelligence in Education: ChatGPT is Just the Beginning, Institute of International and Comparative Education). Some articles are also discussing which jobs will be completely replaced by AI in the future. It is foreseeable that if a student uses AI to replace himself in the learning stage, then due to his incomplete brain training and lack of ability to adapt to the future information society, it is likely that he will be replaced by AI or called its slave in the future.

Education departments and academic institutions have inconsistent views on ChatGPT and the direction of related policy development. China's education sector may not be really worried about this yet, and in the Internet inside the walls of business and entertainment, many students may still be addicted to games, social media, short videos or busy ordering takeout, and most students are not using it anyway. The International Baccalaureate Organization (IBO) seems to be relatively open to AI tools, believing in the IB teacher's ability to judge the authenticity of student work through formative assessment, and accepting the use of AI-generated content by students in line with academic integrity and reasonable citation norms (IB Academic Integrity).

Judging from the situation in other countries, some places have actively begun to consider how to integrate this tool into the curriculum and teaching process, while others have temporarily banned it, and it is not too late to plan how to deal with the situation after understanding the situation. Interestingly, American students also have different views on this tool, some think it will be a powerful learning tool, some think it will deprive people of the right to learn, others accept it without doubt, and others want to see it used more standardly. (Zhang Yongjun compiled, in the face of ChatGPT, is education ready?) , Institute of International and Comparative Education).

It should be noted that it is still difficult to judge the extent and depth of the impact of this new AI tool on education and learning, and when these impacts will actually come. But in any case, for such a disruptive AI tool, whether we educators turn a deaf ear or ignore it, it will certainly bring great hidden danger. Teachers themselves being eliminated or replaced may be a secondary consequence, and delaying a generation of students learning to master this tool is an even more serious sin. Therefore, I hope that I can use this tool as soon as possible, and I hope that students will learn to use it as soon as possible.

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