AI 驱动的科研范式变革：跨学科视角下人工智能素养与教育培养策略研究

摘要/Abstract

摘要：

构建一个面向智能化科研（AI for Research, 简称AI4R）的人工智能（Artificial Intelligence，简称AI）素养教育培训体系，对培养出更多既具备技术知识，又拥有创新思维和伦理意识的科学研究者具有非常重要的作用。通过对全球主要国家与AI 相关的素养教育政策、课程与培训项目进行对比分析，认为这个体系框架不仅关注教育对象对AI 知识的理解，注重实践能力的培养以及伦理和社会责任的教育等，还需要关注跨学科思维及情感联系的教育。面对高校教师和学生两个层面的受教对象，AI 素养的教育培养策略起着至关重要的作用。这些教育培养策略可由政府、教育机构、企业等社会性机构，抑或是图书馆、社区等公益性组织实施，通过承担特定的角色和职责，共同构成了一个多层次、互补的教育培养策略，不仅推动AI 技术在科学领域的应用，还培养了新一代的科研人员，使其具备利用AI 技术进行跨学科研究的能力。

Abstract:

Building an AI literacy education and training system for artificial intelligence (AI)for research is crucial in cultivating more scientific researchers equipped with technical knowledge,innovative thinking, and ethical awareness. Based on a comparative analysis of AI-related literacyeducation policies, courses, and training programs in major countries, the proposed system is believed tonot only emphasize the understanding of AI concepts, but also foster practical skills, ethical and socialresponsibility, interdisciplinary thinking, and emotional connection. AI literacy strategies are crucial forboth educators and students, they can be implemented by a range of social actors such as governments,educational institutions, enterprises, and public welfare organizations like libraries and communities. Theyjointly form a multi-level and complementary educational and training framework by assuming specificroles and responsibilities. They not only promote the application of AI technology in the scientific field,but are also responsible for cultivating a new generation of scientific researchers, enabling them to havethe ability to use AI technology for interdisciplinary research.

蔡迎春虞晨琳（上海外国语大学图书馆上海外国语大学数字学术中心）. AI 驱动的科研范式变革：跨学科视角下人工智能素养与教育培养策略研究[J]. 图书馆杂志, 2024, 43(403): 20-33.

Cai Yingchun, Yu Chenlin ( Shanghai International Studies University Library, Digital Scholarship Center of Shanghai International Studies University).

Transforming Research Paradigms Through AI: A Study on Artificial Intelligence Literacy and Education Strategies from an Interdisciplinary Perspective [J]. Libraly Journal, 2024, 43(403): 20-33.

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