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教育会输给技术吗？——人工智能在阅读和数学中的进展（OECD教育研究与创新系列）

经济合作与发展组织 / 上海教育出版社 / 2023-10 / 平装

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图书 > 社会文化
教育会输给技术吗？——人工智能在阅读和数学中的进展（OECD教育研究与创新系列）
作者: 经济合作与发展组织

出版社: 上海教育出版社

出版时间: 2023-10

版次: 1

ISBN: 9787572021794

定价: 69.80

装帧: 平装

开本: 16开

纸张: 胶版纸

页数: 188页

字数: 150千字
内容简介：

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。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。

作者简介：

经济合作与发展组织（OECD）是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。OECD还是促进各国相互理解，帮助各国政府应对新局势、新问题的前线力量，例如企业管治、信息经济以及人口老龄化的挑战。OECD的出版物广泛传播该组织收集的统计数据，内容涉及经济、社会和环境问题的研究结果，以及其成员国达成一致的协议、指导方针和标准。

目录：

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

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