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迎接AI时代:我们的智慧激发课程 Charterhouse's Spectra Smarts Programme

来源:深圳查特豪斯书院 发布时间:2021-08-21

迎接AI时代:我们的智慧激发课程 Charterhouse's Spectra Smarts Programme

  我们的学校教育应该如何调整,才能帮助年轻一代在人工智能时代做好准备?

  How should schools adapt in order to prepare young people for a world dominated by artificial intelligence?

深圳查特豪斯书院

  人工智能、纳米技术、大数据、生物技术、物联网、机器人、机器学习……数十亿人的潜在影响被与曾经难以想象的具有处理能力的设备联系在一起,与能够在极短时间内处理大量数据的机器联系在一起。这些技术的发展已经从根本上改变了我们的世界。然而,我们在学校教育里所做的基本上是不变的,即使最好的调整,也仅限于与计算机和技术直接相关的技能。那么,我们的下一代,会被人工智能取代吗?

  Artificial intelligence, nanotechnology, big data , biotechnology, the internet of things, robotics, machine learning; the potential impact of billions of people, linked by devices of once unimaginable processing power, and with machinery that can process extraordinary quantities of data in negligible amounts of time. These technological developments are already changing our world in fundamental ways. What we do in schools, however, is by and large unchanged or else the best responses are limited to skills that relate directly to computing and technology. Therefore, will our children, be replaced by the machines?

深圳查特豪斯书院

  作为应对文明所带来的变化,我们在学校里采取的最佳措施是似乎是开设“编程”、“计算思维”课程或批量订购VR眼镜。当然,这些活动不是全然没有意义的。它们有很多优点,但我们面临的变化是远远超出这类措施的。幸运的是,有些学者的著作和研究对我们大有裨益。其中最杰出的是伦敦大学学院的罗斯·卢金教授的著作,她的作品非常值得研究。

  Sometimes it seems like the best answer that we have in schools for the changes we are facing as a civilisation is to offer classes in ‘coding’, or ‘computational thinking’ or to bulk order virtual reality headsets. Not that these activities can’t be worthwhile in themselves, of course, and there is much merit in them, but the changes we are facing go way beyond this type of response. Fortunately, there are scholars whose writings and research are available to us. Pre-eminent among them, on this topic, is Professor Rose Luckin of University College London. Her work is strongly recommended and should be widely read.

  那么,基于这种思考,我们该怎么办呢?其实,运用人工智能应对未来的重点应该不是基于“人工”或“机器”,而是在“智能”上,并理解我们所说的智能是什么,及我们如何培养智能。是智能,而不是人工。卢金教授提出了一个由七大要素交织而成的人类智能模型。其中一大要素是学术智能,它包含了知识处理能力,这是人工智能的操作领域。其他六大要素,包括社交智能、元认识智能、元认知智能、元主观智能、元情境智能和自我效能感,这些都超出了人工智能的范畴。

  So, where do we go based on this thinking? Well, the focus on preparing for the future with artificial intelligence should not be on the ‘artificial’, or the machines. Instead, it should be on the ‘intelligence’, and better understanding of what we mean by, and how we can train, intelligence. The I, not the A. Professor Luckin offers a model of human intelligence with seven interwoven strands, one of which, academic intelligence, encompasses the knowledge processing capacity that is the operating domain of artificial intelligence. The other six strands, what are technically called social intelligence, meta-knowing intelligence, metacognitive intelligence, metasubjective intelligence, metacontextual intelligence, and perceived self-efficacy, are all beyond the scope of artificial intelligence.

  换言之,这些是我们在人工智能时代工作和发展所需要的智能。人类的智能超越了人工智能的能力,但我们传统的教育方式仍是以训练孩子们掌握机器人已复制的技能为目的。我们需要培养学生的智能来补充人工智能,而不是被人工智能取代。

  In other words, that’s what we need to be good at to work and prosper in the world of AI. Human intelligence extends beyond the capacity of artificial intelligence, but our traditional approach to schooling is still training children in the skills that are duplicated by the robots. We need to train our young people in the intelligences that complement AI, not that will be superseded by AI.

  为了更易于理解,我们已将这些术语与我们所说的“智慧”相对应。也就是说,拥有学识智慧,也拥有人际、通晓、思辨、情感、情境智慧,除此以外,还拥有本我智慧。同时,我们将构造绚丽彩虹的七原色分别赋予每一项智慧,并称为:“智慧激发”。未来,最有意义的生活将属于那些拥有机器所不具备的,人类智慧的人。因此,我们正在开发一个融合学习、唤醒这些全方位的交织型智慧的学习项目。

  Being simple people, we have adapted these terms to what we call ‘smarts’, namely, being smart about knowledge, yes, but also about people, understanding, thinking, feelings, situations, and above all else, being smart about oneself. In order to make them easy to remember, we give each one a colour from the rainbow, hence: ‘Spectra Smarts’. The most rewarding lives of the future will be for those who are intelligent in the ways that the machines cannot be. So, we are developing a programme that integrates learning about, and awakening, this full range of interwoven intelligences.

  我们如何实施呢?通过借鉴古代智慧并结合教学和学习体验,强调这些亘古不变的人类智慧;将“发现智慧”的教学实践贯穿于一周内每一项活动里。我们知道“七种智慧”是独特的,是由我们创造的,基于卢金教授的理论基础上的,发展人类全方位智能的方法。

  How can we do this? By a combination of teaching and learning experiences that draw on ancient wisdom texts to highlight these eternal human intelligences; and then a teaching practice we call ‘smart spotting’ that runs through every activity in the week. ‘Seven Smarts’ is, as far as I know, unique. It is our own creation, building on the work of the esteemed Professor Luckin, and it presents an approach to developing full human intelligence.

  我们认为机器人并不比它们本身更聪明,而是太多的人类没有机会变得更智慧。因此,查特豪斯的目的是培养学生的心智、发展学生全方位的智能。我们相信能够在人工智能时代应对挑战、收获成就的人,将是那些充分运用人类智能的广度,也就是拥有全面智慧的人,他们和机器共同协作,而不是被机器取代。

  We should not imagine that the robots are more intelligent than they are. The problem is that too many of our humans are not getting the opportunity to be as intelligent as they might be. It is our intention at Charterhouse to train the minds and build the intelligences of our students. The people who will thrive in the AI age will be those who able to draw on the full breadth, the complete spectrum, of their human intelligence to work with the robots, not to be replaced by them.

考高分网

  我们的学校教育应该如何调整,才能帮助年轻一代在人工智能时代做好准备?

  How should schools adapt in order to prepare young people for a world dominated by artificial intelligence?

深圳查特豪斯书院

  人工智能、纳米技术、大数据、生物技术、物联网、机器人、机器学习……数十亿人的潜在影响被与曾经难以想象的具有处理能力的设备联系在一起,与能够在极短时间内处理大量数据的机器联系在一起。这些技术的发展已经从根本上改变了我们的世界。然而,我们在学校教育里所做的基本上是不变的,即使最好的调整,也仅限于与计算机和技术直接相关的技能。那么,我们的下一代,会被人工智能取代吗?

  Artificial intelligence, nanotechnology, big data , biotechnology, the internet of things, robotics, machine learning; the potential impact of billions of people, linked by devices of once unimaginable processing power, and with machinery that can process extraordinary quantities of data in negligible amounts of time. These technological developments are already changing our world in fundamental ways. What we do in schools, however, is by and large unchanged or else the best responses are limited to skills that relate directly to computing and technology. Therefore, will our children, be replaced by the machines?

深圳查特豪斯书院

  作为应对文明所带来的变化,我们在学校里采取的最佳措施是似乎是开设“编程”、“计算思维”课程或批量订购VR眼镜。当然,这些活动不是全然没有意义的。它们有很多优点,但我们面临的变化是远远超出这类措施的。幸运的是,有些学者的著作和研究对我们大有裨益。其中最杰出的是伦敦大学学院的罗斯·卢金教授的著作,她的作品非常值得研究。

  Sometimes it seems like the best answer that we have in schools for the changes we are facing as a civilisation is to offer classes in ‘coding’, or ‘computational thinking’ or to bulk order virtual reality headsets. Not that these activities can’t be worthwhile in themselves, of course, and there is much merit in them, but the changes we are facing go way beyond this type of response. Fortunately, there are scholars whose writings and research are available to us. Pre-eminent among them, on this topic, is Professor Rose Luckin of University College London. Her work is strongly recommended and should be widely read.

  那么,基于这种思考,我们该怎么办呢?其实,运用人工智能应对未来的重点应该不是基于“人工”或“机器”,而是在“智能”上,并理解我们所说的智能是什么,及我们如何培养智能。是智能,而不是人工。卢金教授提出了一个由七大要素交织而成的人类智能模型。其中一大要素是学术智能,它包含了知识处理能力,这是人工智能的操作领域。其他六大要素,包括社交智能、元认识智能、元认知智能、元主观智能、元情境智能和自我效能感,这些都超出了人工智能的范畴。

  So, where do we go based on this thinking? Well, the focus on preparing for the future with artificial intelligence should not be on the ‘artificial’, or the machines. Instead, it should be on the ‘intelligence’, and better understanding of what we mean by, and how we can train, intelligence. The I, not the A. Professor Luckin offers a model of human intelligence with seven interwoven strands, one of which, academic intelligence, encompasses the knowledge processing capacity that is the operating domain of artificial intelligence. The other six strands, what are technically called social intelligence, meta-knowing intelligence, metacognitive intelligence, metasubjective intelligence, metacontextual intelligence, and perceived self-efficacy, are all beyond the scope of artificial intelligence.

  换言之,这些是我们在人工智能时代工作和发展所需要的智能。人类的智能超越了人工智能的能力,但我们传统的教育方式仍是以训练孩子们掌握机器人已复制的技能为目的。我们需要培养学生的智能来补充人工智能,而不是被人工智能取代。

  In other words, that’s what we need to be good at to work and prosper in the world of AI. Human intelligence extends beyond the capacity of artificial intelligence, but our traditional approach to schooling is still training children in the skills that are duplicated by the robots. We need to train our young people in the intelligences that complement AI, not that will be superseded by AI.

  为了更易于理解,我们已将这些术语与我们所说的“智慧”相对应。也就是说,拥有学识智慧,也拥有人际、通晓、思辨、情感、情境智慧,除此以外,还拥有本我智慧。同时,我们将构造绚丽彩虹的七原色分别赋予每一项智慧,并称为:“智慧激发”。未来,最有意义的生活将属于那些拥有机器所不具备的,人类智慧的人。因此,我们正在开发一个融合学习、唤醒这些全方位的交织型智慧的学习项目。

  Being simple people, we have adapted these terms to what we call ‘smarts’, namely, being smart about knowledge, yes, but also about people, understanding, thinking, feelings, situations, and above all else, being smart about oneself. In order to make them easy to remember, we give each one a colour from the rainbow, hence: ‘Spectra Smarts’. The most rewarding lives of the future will be for those who are intelligent in the ways that the machines cannot be. So, we are developing a programme that integrates learning about, and awakening, this full range of interwoven intelligences.

  我们如何实施呢?通过借鉴古代智慧并结合教学和学习体验,强调这些亘古不变的人类智慧;将“发现智慧”的教学实践贯穿于一周内每一项活动里。我们知道“七种智慧”是独特的,是由我们创造的,基于卢金教授的理论基础上的,发展人类全方位智能的方法。

  How can we do this? By a combination of teaching and learning experiences that draw on ancient wisdom texts to highlight these eternal human intelligences; and then a teaching practice we call ‘smart spotting’ that runs through every activity in the week. ‘Seven Smarts’ is, as far as I know, unique. It is our own creation, building on the work of the esteemed Professor Luckin, and it presents an approach to developing full human intelligence.

  我们认为机器人并不比它们本身更聪明,而是太多的人类没有机会变得更智慧。因此,查特豪斯的目的是培养学生的心智、发展学生全方位的智能。我们相信能够在人工智能时代应对挑战、收获成就的人,将是那些充分运用人类智能的广度,也就是拥有全面智慧的人,他们和机器共同协作,而不是被机器取代。

  We should not imagine that the robots are more intelligent than they are. The problem is that too many of our humans are not getting the opportunity to be as intelligent as they might be. It is our intention at Charterhouse to train the minds and build the intelligences of our students. The people who will thrive in the AI age will be those who able to draw on the full breadth, the complete spectrum, of their human intelligence to work with the robots, not to be replaced by them.

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