中学前人工智能（AI）课程的设计与评估
Creation and Evaluation of a Pre-tertiary Artificial Intelligence (AI) Curriculum
AI总结：
本研究通过跨部门合作共同设计中学AI课程，评估显示其提升学生能力与态度，并增强教师知识与自主性。
摘要：
贡献：香港中文大学（CUHK）与赛马会AI4Future项目共同设计了一套面向中学前（即中学阶段）教育的人工智能课程，并对其效果进行了评估。尽管人工智能通常在高等教育阶段教授，但我们的共同设计过程成功开发了该课程，该课程已在香港中学教学中使用并获得了积极反馈。背景：AI4Future是一个跨部门项目，涉及五个主要合作伙伴——香港中文大学工程学院和教育学院、香港中学、政府以及人工智能行业。由14位具有工程和教育专长的教授组成的团队，与来自6所中学的17位校长和教师合作，共同设计了该课程。这种团队构成弥合了工程与教育领域研究者之间，以及教育实践者之间的差距。研究问题：通过共同设计过程开发的课程内容有哪些主要特征？该课程能否显著提升学生对人工智能的感知能力、态度和动机？教师对旨在适应和促进教师自主性的共同设计过程有何看法？方法：本研究采用了定量和定性相结合的方法，涉及335名学生参与者。发现：1）学习资源的两个主要特征；2）学生感知到更高的能力，并对学习人工智能形成了更积极的态度；3）共同设计过程产生了多种资源，这些资源增强了教师的人工智能知识，并促进了教师将学科内容带入课堂的自主性。
英文摘要：
Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created an AI curriculum for pre-tertiary education and evaluated its efficacy. While AI is conventionally taught in tertiary level education, our co-creation process successfully developed the curriculum that has been used in secondary school teaching in Hong Kong and received positive feedback. Background: AI4Future is a cross-sector project that engages five major partners - CUHK Faculty of Engineering and Faculty of Education, Hong Kong secondary schools, the government and the AI industry. A team of 14 professors with expertise in engineering and education collaborated with 17 principals and teachers from 6 secondary schools to co-create the curriculum. This team formation bridges the gap between researchers in engineering and education, together with practitioners in education context. Research Questions: What are the main features of the curriculum content developed through the co-creation process? Would the curriculum significantly improve the students perceived competence in, as well as attitude and motivation towards AI? What are the teachers perceptions of the co-creation process that aims to accommodate and foster teacher autonomy? Methodology: This study adopted a mix of quantitative and qualitative methods and involved 335 student participants. Findings: 1) two main features of learning resources, 2) the students perceived greater competence, and developed more positive attitude to learn AI, and 3) the co-creation process generated a variety of resources which enhanced the teachers knowledge in AI, as well as fostered teachers autonomy in bringing the subject matter into their classrooms.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
