聯合(he)國教(jiao)(jiao)科(ke)文組(zu)織發布了《基礎教(jiao)(jiao)育(yu)階段人工智(zhi)能(neng)課(ke)程(cheng)：官方認(ren)可的人工智(zhi)能(neng)課(ke)程(cheng)指南(nan)》報(bao)告，這(zhe)是(shi)全球第(di)一份關于(yu)基礎教(jiao)(jiao)育(yu)階段人工智(zhi)能(neng)課(ke)程(cheng)開(kai)設狀況的調(diao)查報(bao)告。

人(ren)(ren)工(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)技術(shu)已(yi)經成為了(le)全球中小學的(de)新(xin)學科領域(yu)，然而政(zheng)府(fu)、學校和(he)教師(shi)在定(ding)義人(ren)(ren)工(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)能(neng)(neng)(neng)(neng)力和(he)設計人(ren)(ren)工(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)課(ke)程時依舊缺乏背(bei)景(jing)知識(shi)。本調研(yan)報告對現有的(de)人(ren)(ren)工(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)課(ke)程進行(xing)了(le)分析，重(zhong)點考(kao)察了(le)人(ren)(ren)工(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)課(ke)程的(de)內(nei)容和(he)學習結果，并探討(tao)了(le)其(qi)開發(fa)和(he)驗證(zheng)機制、課(ke)程銜接，學習工(gong)(gong)(gong)具及所(suo)需環境的(de)準(zhun)備，教學法建議和(he)教師(shi)培訓(xun)。該研(yan)究分析得出了(le)人(ren)(ren)工(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)課(ke)程的(de)重(zhong)點考(kao)慮因素，以(yi)(yi)期能(neng)(neng)(neng)(neng)指(zhi)導(dao)未(wei)來(lai)人(ren)(ren)工(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)課(ke)程扶持(chi)性(xing)政(zheng)策(ce)的(de)規劃、國家課(ke)程或機構研(yan)究項目的(de)設計以(yi)(yi)及人(ren)(ren)工(gong)(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)能(neng)(neng)(neng)(neng)力發(fa)展的(de)實施戰(zhan)略。

調查(cha)(cha)顯(xian)示，全(quan)球(qiu)193個被調查(cha)(cha)國(guo)家(jia)中，只有(you)11個國(guo)家(jia)制定、通過(guo)并(bing)在(zai)實施中小學(xue)人工智能(neng)課(ke)(ke)程(cheng)，中國(guo)是其中之一。另外全(quan)球(qiu)有(you)近180個國(guo)家(jia)在(zai)觀望或任(ren)由私營(ying)公(gong)司(si)的商業培訓課(ke)(ke)程(cheng)替代或沖擊國(guo)家(jia)課(ke)(ke)程(cheng)。因此(ci)，基于全(quan)球(qiu)調查(cha)(cha)報(bao)告結果，聯合國(guo)教科文組織強烈呼吁各成員國(guo)加快(kuai)基礎教育階段人工智能(neng)課(ke)(ke)程(cheng)的開(kai)發。

報告介紹了現有(you)的(de)9個(ge)(ge)基礎教(jiao)育階段人(ren)工(gong)智(zhi)能(neng)課程模塊(kuai)和3大課程類別。這(zhe)9個(ge)(ge)人(ren)工(gong)智(zhi)能(neng)模塊(kuai)分(fen)別為：算法與編程、數據素養、情境問題的(de)解決、人(ren)工(gong)智(zhi)能(neng)的(de)倫(lun)理、人(ren)工(gong)智(zhi)能(neng)的(de)社會(hui)影(ying)響、人(ren)工(gong)智(zhi)能(neng)在其(qi)他領域的(de)應用、理解和運用人(ren)工(gong)智(zhi)能(neng)技(ji)能(neng)、理解和使用人(ren)工(gong)智(zhi)能(neng)技(ji)術(shu)、開發(fa)人(ren)工(gong)智(zhi)能(neng)技(ji)術(shu)。

在此基礎上，報告將9個人(ren)(ren)(ren)工(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)課程模塊劃分為3大(da)類(lei)：第(di)一(yi)類(lei)為人(ren)(ren)(ren)工(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)基礎，包(bao)(bao)含算法與(yu)編程、數據(ju)素養、情境問題的(de)解決等3大(da)模塊；第(di)二(er)類(lei)為倫理(li)與(yu)社(she)會(hui)影(ying)(ying)響(xiang)(xiang)，包(bao)(bao)含人(ren)(ren)(ren)工(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)的(de)倫理(li)、人(ren)(ren)(ren)工(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)的(de)社(she)會(hui)影(ying)(ying)響(xiang)(xiang)、人(ren)(ren)(ren)工(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)在其他領域的(de)應用(yong)(yong)等3大(da)模塊；第(di)三類(lei)為理(li)解、使(shi)用(yong)(yong)和(he)開發人(ren)(ren)(ren)工(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)課程，包(bao)(bao)含理(li)解和(he)運用(yong)(yong)人(ren)(ren)(ren)工(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)技(ji)能(neng)(neng)(neng)(neng)、理(li)解和(he)使(shi)用(yong)(yong)人(ren)(ren)(ren)工(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)技(ji)術、開發人(ren)(ren)(ren)工(gong)(gong)智(zhi)能(neng)(neng)(neng)(neng)技(ji)術等3大(da)課程。

在人(ren)工(gong)(gong)智(zhi)能(neng)(neng)課(ke)(ke)程教學(xue)時(shi)間的(de)(de)(de)分配上(shang)，人(ren)工(gong)(gong)智(zhi)能(neng)(neng)基(ji)(ji)礎(chu)類別下(xia)的(de)(de)(de)課(ke)(ke)程構成了大(da)多數國家課(ke)(ke)程設置的(de)(de)(de)基(ji)(ji)礎(chu)，平均占(zhan)(zhan)課(ke)(ke)時(shi)的(de)(de)(de)41%，倫理與(yu)社(she)會(hui)影響類別下(xia)的(de)(de)(de)課(ke)(ke)程平均占(zhan)(zhan)課(ke)(ke)時(shi)的(de)(de)(de)24%，理解、使用和開發人(ren)工(gong)(gong)智(zhi)能(neng)(neng)平均占(zhan)(zhan)課(ke)(ke)時(shi)的(de)(de)(de)25%，剩余(yu)的(de)(de)(de)課(ke)(ke)時(shi)比(bi)重被(bei)其他未指定(ding)的(de)(de)(de)課(ke)(ke)程主題所占(zhan)(zhan)據。

附件：中小學階段的人工智能課程報告-人工智能課程的重點考慮因素