新课程，新机遇——乌干达中学课程规划的检索增强生成方法：原型质量评估
New Curriculum, New Chance -- Retrieval Augmented Generation for Lesson Planning in Ugandan Secondary Schools. Prototype Quality Evaluation
AI总结：
针对乌干达中学因新课程实施导致的优质课程计划短缺问题，研究团队基于检索增强生成技术开发了定制化课程计划生成原型，经评估其生成的中学一年级多学科课程计划质量达75%-80%，优于人类制定的同类计划水平。
摘要：
引言：中学教育质量低下仍被视为21世纪乌干达面临的主要难题之一，在农村地区尤为突出。研究发现了若干问题，包括教师课程规划质量低下或缺失。随着政府推动新课程的实施，现有课程计划变得过时，问题进一步恶化。我们采用检索增强生成（Retrieval Augmented Generation）方法，开发了一个基于政府认证教科书生成定制化课程计划的原型。这有助于教师更高效、更高质量地制定课程计划，确保其完全符合新课程和能力本位学习方法的要求。\n方法：该原型使用Cohere大语言模型（LLM）、句子嵌入（Sentence Embeddings）和LangChain框架构建，随后部署在公开网站上。我们针对三本新课程教科书（信息与通信技术（ICT）、数学、历史，均为中学一年级水平）训练了向量存储库。按照伪随机生成协议，基于教科书中建议的课时生成了24份课程计划。三名独立评分者依据Ndihokubwayo等人（2022）提出的《课程计划分析协议》（Lesson Plan Analysis Protocol, LPAP）对这些课程计划的技术质量进行了分析，该协议专为东非和能力本位课程设计。\n结果：使用LPAP对24份课程计划的评估显示，平均质量在75%至80%之间，对应“非常好的课程计划”等级。没有任何课程计划得分低于65%，尽管有一份课程计划可被认为缺失了主题。结论是，生成的课程计划质量即使不优于人类制定的课程计划，至少也与之相当——卢旺达的一项研究表明，当地甚至没有一份课程计划能达到50%的基准线。
英文摘要：
Introduction: Poor educational quality in Secondary Schools is still regarded as one of the major struggles in 21st century Uganda - especially in rural areas. Research identifies several problems, including low quality or absent teacher lesson planning. As the government pushes towards the implementation of a new curriculum, exiting lesson plans become obsolete and the problem is worsened. Using a Retrieval Augmented Generation approach, we developed a prototype that generates customized lesson plans based on the government-accredited textbooks. This helps teachers create lesson plans more efficiently and with better quality, ensuring they are fully aligned the new curriculum and the competence-based learning approach. Methods: The prototype was created using Cohere LLM and Sentence Embeddings, and LangChain Framework - and thereafter made available on a public website. Vector stores were trained for three new curriculum textbooks (ICT, Mathematics, History), all at Secondary 1 Level. Twenty-four lessons plans were generated following a pseudo-random generation protocol, based on the suggested periods in the textbooks. The lesson plans were analyzed regarding their technical quality by three independent raters following the Lesson Plan Analysis Protocol (LPAP) by Ndihokubwayo et al. (2022) that is specifically designed for East Africa and competence-based curriculums. Results: Evaluation of 24 lesson plans using the LPAP resulted in an average quality of between 75 and 80%, corresponding to "very good lesson plan". None of the lesson plans scored below 65%, although one lesson plan could be argued to have been missing the topic. In conclusion, the quality of the generated lesson plans is at least comparable, if not better, than those created by humans, as demonstrated in a study in Rwanda, whereby no lesson plan even reached the benchmark of 50%.
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