【作 者】：
但金凤， 于泽元
【关 键 词 】：
美国中小学； 生成式人工智能； 风险因素； 应用划界； 适切之道
【栏 目】：
历史与国际比较
【中文摘要】：
生成式人工智能掀起了基础教育领域变革新浪潮。文章采用比较研究法和个案研究法，以智能技术驱动教与学实践的前沿国家——美国为研究对象，对美国中小学应用生成式人工智能的划界与适切之道进行分析。研究发现：生成式人工智能引发的学业诚信危机、个体智慧退化风险、技术伦理安全隐患、教育鸿沟加剧等风险因素，使美国中小学对生成式人工智能技术作出不同回应，包括严令禁止、谨慎支持和积极拥抱。同时，美国依托顶层设计、夯实能力、弥合差距和营造氛围等手段，保障中小学合理使用生成式人工智能技术。借鉴美国中小学生成式人工智能应对经验，我国可从审度变革潜力、完善制度框架、开展专业培训、坚守公平底线等方面着手，推动中小学生成式人工智能应用实践落地。
【英文摘要】：
Generative Artificial Intelligence has created a new wave of change in the field of basic education. Using comparative research method and case study method, this paper analyse the delimitation and appropriate way of applying generative artificial intelligence in American primary and secondary schools by taking the United States, the frontier country of intelligent technology-driven teaching and learning practice, as the research object. The research finds that the risk factors triggered by generative artificial intelligence, such as academic integrity crisis, the risk of individual intelligence degradation, the hidden danger of technology ethics, and the aggravation of the educational divide, have made primary and secondary schools in the United States respond differently to generative artificial intelligence technology, including strict prohibition, cautious support and positive embrace. At the same time, the United States relies on top-level design, consolidating capabilities, bridging the gap, and creating an atmosphere to ensure the reasonable use of artificial intelligence technology in primary and secondary schools. Drawing on the experience of the United States, China can start from examining the potential for change, improving the institutional framework, carrying out professional training, and adhering to the bottom line of fairness, to promote the application of generative artificial intelligence in primary and secondary schools.