[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$ffuU97M3G0zhK6vZY7Nydst5n5Sk4HsgL4OqIVAyIipY":3},{"code":4,"msg":5,"data":6},200,"操作成功",{"id":7,"title":8,"content":9,"digest":10,"source":10,"coverPath":11,"thumbsCoverPath":12,"isTop":13,"isShow":14,"baseClick":13,"clickCount":15,"createTime":16,"typeId":17,"isNewest":18,"newsInfoTypeRespVo":19,"voiceUrl":22,"voiceSize":23,"taskId":24,"releaseTime":25,"titleEn":26,"contentEn":27,"voiceUrlEn":28,"taskIdEn":29,"voiceSizeEn":30},1538,"清华大学“AI教育应用指南”出炉的背后","\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"color: rgb(255, 153, 0); font-size: 18px;\">“注意！你们的AI搭档要开始‘抢答’了。”\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">在清华大学化工系教授卢滇楠主讲的“化工热力学”课堂上，学生们正与AI学伴比拼解题速度，对比思路方法，热烈的课堂氛围让每一位参与者兴味盎然。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">作为清华大学最早一批应用人工智能开展教学的教师，卢滇楠在课堂实践中看到了人机协作蕴含的巨大潜力，这也引发了他的进一步思考：我们要培养的是能指挥AI的“将军”，而非被替代的“士兵”。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">近期，清华大学正式发布《清华大学人工智能教育应用指导原则》（以下简称《指导原则》），明确了“积极而审慎”的基本立场，为学校人工智能应用定航指向，受到了国内外广泛关注。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">《指导原则》是如何“诞生”的？在技术狂潮中坚守育人初心，《指导原则》背后的故事富有启发性和借鉴性。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">共识缘何而来 ——教学新常态与“责任焦虑”\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“本学期在雨课堂网页版中包括了知识图谱和24小时智能学伴等内容，欢迎大家使用。”今年，在电类各专业本科核心课“电路原理”开课前，授课教师、清华大学电机工程与应用电子技术系教授于歆杰鼓励学生与人工智能模型展开讨论。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">在于歆杰看来，人工智能是推动高等教育变革最重要的新质生产力，学会与之共生是大学应当教会学生的重要一课。由点窥面，今天的清华园里，一场AI融入教育教学的实践正广泛而深刻地发生着：2023年秋季学期，清华大学开启了AI助教系统进课堂的试点工作，根据不同学科特点开发大语言模型的垂直应用；2024年秋季，由清华大学研发的AI成长助手“清小搭”上线，为学生提供“全过程、全方位、全天候”的陪伴……\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">截至目前，全校已开设402门人工智能赋能教学课程，覆盖714个教学班，形成了由AI助教、AI成长助手、AI学习空间等共同支撑的“教学新常态”。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">应用如火如荼，反观实践，共识的达成仍任重道远。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">参与《指导原则》研制工作的清华大学教育学院教授李曼丽表示，师生普遍对“使用生成式人工智能是否算作弊、责任如何划分、数据能否进公网”等边界问题缺乏统一认识，学生直接使用AI生成内容提交作业、学位论文，指导教师使用AI批改、指导等行为，也直接带来了学术诚信与人才培养质量风险的显性化，引发了行为主体越来越多的“责任焦虑”。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">从更大背景来看，自2023年以来欧美和亚太地区已有约百所大学发布AI教育指引，且迭代速度极快，“如果清华缺少自己的原则文件，将不利于参与全球治理对话。”李曼丽坦言。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">在清华大学教务处处长刘毅看来，讨论必须向前一步：“应该从‘允不允许使用AI’的简单讨论，转向思考应当如何负责任地、创造性地善用AI。”\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">2024年，清华大学正式启动《指导原则》制定工作，由教务处、研究生院、教育学院等多部门、院系协同推动。一支跨学科、产学研融合的研制团队随即组建起来——教育学者负责持续追踪调查AI赋能高校教育教学的实际情况，确保《指导原则》紧扣教书育人本质要求；教育技术与平台管理者负责打通从理念到工具、课堂的全链条，增强可实施性；计算机专家基于真实课堂教学经验，提供AI赋能教学的第一手实践证据；博士后与研究生作为“触角”，深入文献与真实课程教学的田野。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">如何既守护教育的本质，又构建一个能引导创新、防范风险，并被多元学术共同体广泛接受的共识框架？这是研制中面对的最大挑战，这也从某种程度上解释了为何最终出台的是一份《指导原则》，而非强制性规范。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“人工智能的发展和教育应用仍在快速演进。面对变化，需要一个开放的指南来指引师生和管理者的行为，并在教、学、研、管的实践中，不断深化对人工智能教育领域应用的认识。”参与研制的清华大学教育学院党委副书记乔伟峰说。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">历经近两年打磨，这份由“总则”“教学篇”“学位论文及实践成果篇”三部分构成的《指导原则》最终面世。其中，“总则”确立了“积极而审慎”的总体立场，并锚定了“主体责任、合规诚信、数据安全、审慎思辨、公平包容”五大核心原则。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“我们的核心工作就是设计并主持一个能促成这种深度对话的流程，并在关键的价值抉择时刻，促进将多元智慧凝聚成共识，共同开发一个具有清华特色的、既坚守根基又拥抱未来的行动纲领。”李曼丽解释道。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">共识如何凝聚 ——本土实践与全球智慧的融合\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“AI能帮助非母语学生或逻辑薄弱者跨越表达障碍，聚焦核心思想，禁止使用等于因噎废食。”计算机系的一位教授直言。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“如果学生连基本的文字组织和逻辑建构都交给AI，他们如何发展深度思考的能力？写作不只是表达，更是思维的过程。”人文学院的一位资深教授则表达了担忧。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">这是2024年清华校内的一场焦点小组讨论上出现的一幕，讨论的主题是“是否允许AI参与论文初稿撰写”。2024年3月至5月，研制团队深度访谈了62名教师和58名学生，涵盖文、理、工、医各个学科，并组织了6场焦点小组讨论。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">调研结果印证了团队最初的判断：不同学科在人工智能使用场景、风险感知和价值优先级上存在显著差异。工科与部分经管教师视写作为“表达工具”，对AI使用持开放态度；人文、法学、教育学等领域教师则强调“写作即思维”，态度普遍谨慎。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">尽管立场不一，但多数教师仍认同：研究生开题报告中，应设置专门页面说明文献检索与写作过程中AI的使用情况。这一共识最终凝聚为《指导原则》中的明晰条款：若在学术任务中应用人工智能并在相关成果中包含了人工智能的实质性贡献，学生必须按照学校、院系或任课教师的要求，对人工智能的使用情况进行清晰、显著的标注或声明。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“跨学科的碰撞虽然激烈，却恰恰体现了清华传统的当代延续——技术理性与人文精神不是对立的两极，而是教育完整性的双翼。”在李曼丽看来，最终形成的《指导原则》，既不是工科的“效率至上”，也不是人文的“技术戒律”，而是在尊重差异的基础上构建理性务实、多元协同的人工智能教育治理框架。这也为未来应对更复杂的技术伦理挑战，积累了宝贵的学术民主协商经验。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">视野并未局限在校内。研制团队还面向国内东、中、西部12所“双一流”高校的学生开展问卷调查。调查发现，样本高校中虽然有超过半数的学生使用过大语言模型工具，但在激发创意、完成复杂创作任务等深度创意应用上的使用比例和频次相对较低。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“ChatGPT刚问世时，对生成式人工智能对教育的影响的讨论大多停留在思辨阶段。而我们通过实证调查发现，大语言模型工具使用对高校学生的高阶思维能力发展具有促进作用，这在一定程度上回应了部分学者对于新技术介入高等教育领域的疑虑。”乔伟峰表示，调查结果为《指导原则》“积极而审慎”的总体立场提供了扎实依据。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">一份具有前瞻性的指南，同样离不开对全球动态的敏锐把握。研制团队调研了斯坦福大学、麻省理工学院、新加坡国立大学等25所世界顶尖高校，共收集70份相关文件，涵盖AI使用政策、课程指南、学术诚信规范等方面。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">通过构建四象限坐标图，团队分析后发现，在态度倾向上，有52%的高校偏向规范\u002F保守型，28%偏向倡议\u002F激进型，20%两种倾向基本相当。在语言风格上，有44%偏向陈述式，32%偏向阐述式，24%两种风格基本相近。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">有趣的是，一些高校的态度随着时间推移发生明显转变。例如牛津大学与剑桥大学，2023年3月将使用ChatGPT视为学术不端，后果是论文自动零分或全年成绩降级，同年7月却转而解除禁令，颁布了详尽的合规使用原则。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“全球调研让我们认识到，AI教育指南不仅是技术规范，更是价值观载体。”李曼丽表示，清华的《指导原则》致力于融合本土实践与全球视野：既呼应责任伦理与素养导向的国际共识，又扎根中国高等教育“立德树人”的根本任务，强调教师引领、学生发展、技术向善三者统一，从而兼顾前瞻性与可操作性。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">共识如何落地 ——“绿道”“红线”的划定源自教学实践\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">一场持续整整一学年的课堂“蹲点”，让清华大学教育学院博士后陈巳宸亲历了AI融入教学现场的完整图景。2024年春季学期，计算机系教师马昱春在其编程基础课中，试点引入了一套定制化AI助教系统，该系统可实时解答学生关于语法错误、调试思路的常见问题，并根据学生提问频率自动生成知识点薄弱环节报告供教师参考。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">从讲台到课后，陈巳宸和团队成员毕慧超、张弛、周雯几乎“长”在了课堂里。“马老师全程开绿灯，连他的助教都被我们‘抓’来深度访谈。”陈巳宸回忆。更宝贵的是，团队获得了学生与AI对话日志、作业批注等第一手资料，最终拼接出一幅生动的“人机共演”教学长卷。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">调查显示，引入AI助教后，课程答疑响应时间缩短了70%。有学生感叹：“24小时在线的答疑支持，尤其是深夜调试时，帮助巨大。”教师马昱春也发现，AI处理了约80%的重复性疑问，使她能更专注于高阶教学设计和个性化指导。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">这一成功实践被纳入《指导原则》，条款表述为：鼓励教师在保障数据安全与教育目标的前提下，开发或采用AI工具支持个性化辅导、过程性反馈与教学决策，推动“人机协同”教学模式创新。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">在《指导原则》中，“红线”与“绿道”的设置尤为引人关注。这些条款并非凭空构想，而是回应已发生的教学实践、师生反馈及潜在争议场景。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">基于2023—2024年间的多轮调研、教师工作坊、学生座谈及学堂在线平台日志的匿名分析，研制团队识别出若干典型场景，并据此划定清晰的行为边界。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">团队关注到一组来自在线课程供应商的数据：2023年起，89%的美国受访大学生承认用ChatGPT完成作业，22%曾借此获取论文大纲。争议核心在于认知错位：学生认为“AI只是辅助工具，就像用搜索引擎查资料”，教师则指出，“未声明使用，且全文依赖AI，已构成学术不端”。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">陈巳宸也在课堂中发现了“思维外包”的苗头：“到了代码设计阶段，AI几秒钟就能给出模块图和代码骨架，一些学生干脆照单全收，跳过了自己‘啃骨头’的关键思考过程。”\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">《指导原则》进一步划出了多条AI教学应用“红线”：严禁将AI生成的文本、代码等直接复制或简单转述后作为学业成果提交，严禁使用AI实施代写、剽窃、伪造等学术不端行为，严禁用敏感信息、涉密数据或未授权数据训练AI模型。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“《指导原则》的研制遵循从‘问题驱动’到‘制度引导’的逻辑。”刘毅解读道，“红线”针对已显现的学术诚信模糊地带，划出禁止性边界，防范系统性风险；“绿道”则源自一线教师的积极探索，将其规范化、可推广化，形成正向激励。“这种理论与实践相结合的方式，使文本兼具现实性与包容性。”\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">面对AI技术的快速迭代，一个不可避免的问题是：今天的规则明天是否依然适用？对此，研制团队有清醒的认识。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">在制定原则时，李曼丽会反复追问：如果AI能做一切，教育还剩下什么？\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">她的答案是：无论技术如何变革，教育的根本使命从未改变。这指向三个不可让渡的“不变”：人的主体性——教育不是知识搬运，而是唤醒自主思考、价值判断与责任意识；师生关系的伦理温度——教育是人与人之间的对话、信任与激励；学术诚信作为文明基石——真实、诚实、原创是知识共同体的契约。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">“这些‘不变’，正是我们在技术狂潮中锚定教育本质的压舱石。”李曼丽说，人工智能应用实践确实走在了理论前面，但教育的理论不在技术手册里，而在人类对何以为人的持续追问中。清华的《指导原则》会坚定守护育人初心，让AI成为教育的翅膀，而非教育的主人。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">事实上，文本也为AI在教育教学更多场景的应用拓展预留了空间。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">于歆杰建议，各学科、各课程可依据《指导原则》展开具体实践层面的探讨，“明确禁止什么，在过程中鼓励什么，是教师接下来需要配合完成的工作”。在他本人的“电路原理”课程中，他在课程说明中明确学生可以与人工智能模型讨论作业，但是禁止复制其做题过程和结果作为本人作业，这种行为视为抄袭。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">清华大学新闻与传播学院、人工智能学院双聘教授沈阳则认为，可以将“红线”与“绿道”嵌入日常教学的责任结构与评价机制中，推动评价体系从重结果转向重过程，关注学生的思考轨迹与真实成长。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">《指导原则》的发布，是一个里程碑，更是一个新起点。下一步，清华大学将通过人工智能素养平台、教学工作坊、跨学科研讨等多种方式，推动其落地生根、迭代更新。而这场关于智能时代教育何为的深刻思考与实践，仍将在清华园持续深入。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">新闻链接\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">《教师生成式人工智能应用指引（第一版）》发布\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">近日，教育部教师队伍建设专家指导委员会正式发布《教师生成式人工智能应用指引（第一版）》（以下简称《指引》）。这是我国首份专门针对教师群体的生成式人工智能应用规范，明确了指导思想、基本原则、场景指引、规范指引、组织保障等内容。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">《指引》指出，场景指引是教师应用生成式人工智能的方向，教师要主动适应新技术变革，将生成式人工智能融入教育教学全要素、全过程，在坚守价值塑造和认知能力培养的基础上，确保技术应用符合教育规律、法律法规和伦理规范，实现减负、提质、增效。场景指引包括助力学习变革、助力教学提质、助力育人进阶、助力评价增效、助力管理升级、助力研究创新等6个方面。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">《指引》提出，规范指引旨在明确教师在使用生成式人工智能过程中需审慎判断的行为边界，以及提高通用操作能力。教师应掌握生成式人工智能基本特征与应用策略，有效防范其可能对学生思维发展、价值观塑造、教育公平、数据隐私等方面带来的风险，确保技术应用符合教育伦理与法律法规。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">《指引》要求，各地应加强统筹指导，因地制宜，制定并完善本地教师应用生成式人工智能的实施细则与操作指南，建立健全面向教育场景的生成式人工智能工具评估与准入机制，将教师人工智能素养提升纳入培训体系。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(136, 136, 136);\">【新闻来源】千龙网 \u003C\u002Fspan>\u003Ca href=\"https:\u002F\u002Fbaijiahao.baidu.com\u002Fs?id=1852259628640743944&wfr=spider&for=pc\" rel=\"noopener noreferrer\" target=\"_blank\" style=\"color: rgb(136, 136, 136);\"> https:\u002F\u002Fwww.msn.cn\u002Fzh-cn\u002Fnews\u002Fother\u002Far-AA1RTDQy?ocid=BingHp01&cvid=6936317f054647a2afcd53fafcde084a&ei\u003C\u002Fa>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(136, 136, 136);\">（本网转发此文章，旨在为读者提供更多的信息资讯，所涉内容不构成投资、消费建议。文章事实如有疑问，请与有关方核实，文章观点非本网观点，仅供读者参考。）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>","","https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F12\u002F189e485f2b614f899fb6210a2b343502\u002F教育生态.jpg","https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F12\u002Fthumbs\u002F189e485f2b614f899fb6210a2b343502\u002F教育生态.jpg",0,1,61,"2025-12-25 09:25",2,false,{"id":17,"name":20,"enName":21},"芯位视野","Xinwei Vision","https:\u002F\u002Fxinwei-dev-test.oss-cn-shenzhen.aliyuncs.com\u002Fintelligent\u002Faudio%3Ae9986b1a-975b-4d7a-862c-36f93397de29%3A0.wav?Expires=1766630155&OSSAccessKeyId=LTAI5tNvY2RkKjZw4LLWsrPK&Signature=UmFn7ineqTJbamtr0w4L0IS4qNw%3D",27976206,"e9986b1a-975b-4d7a-862c-36f93397de29","2025-12-25 09:21","Out of the \"AI Education Application Guide\" of Tsinghua University","\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"color: rgb(255, 153, 0); font-size: 18px;\">\"Attention! Your AI partner is about to 'answer'!\"\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">In the \"Chemical Thermodynamics\" class taught by Professor Lu Diannan from the Department of Chemical Engineering at Tsinghua University, students are competing with AI partners in solving problems and comparing thinking methods, creating a lively classroom atmosphere that makes every participant very interested.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">As one of the earliest teachers at Tsinghua University to apply artificial intelligence for teaching, Lu Diannan has seen the huge potential of human-computer collaboration in the classroom practice. This has also led him to further reflection: we should cultivate \"generals\" who can command AI, not \"soldiers\" who are replaced.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Recently, Tsinghua University officially released the \"Tsinghua University Artificial Intelligence Education Application Guiding Principles\" (hereinafter referred to as the \"Guiding Principles\"), clearly stating the basic position of \"proactive but cautious\", providing orientation for the application of artificial intelligence in the university, and receiving widespread attention both domestically and internationally.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">How did the \"Guiding Principles\" come into being? Staying true to the educational mission amidst the technological tide, the story behind the \"Guiding Principles\" is instructive and worth learning from.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">Where does the consensus come from — the new normal in teaching and \"responsibility anxiety\"\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"This semester, the Rain Classroom website includes content such as knowledge maps and 24-hour intelligent study partners. Welcome to use them.\" This year, before the start of the core course \"Principles of Electric Circuits\" in the electrical disciplines, the instructor, Professor Yu Xinjie from the Department of Electrical Engineering and Applied Electronics at Tsinghua University, encouraged students to discuss with AI models.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">In Yu Xinjie's view, artificial intelligence is the most important new productive force driving the transformation of higher education. Learning to coexist with it is an important lesson that universities should teach students. From a single point to the whole picture, today in the Tsinghua campus, a practice of integrating AI into education and teaching is widely and deeply taking place: in the autumn semester of 2023, Tsinghua University launched a pilot project for AI teaching assistants entering the classroom, developing vertical applications of large language models according to different subject characteristics; in the autumn semester of 2024, the AI growth assistant \"Qing Xiaoda\" developed by Tsinghua University was launched, providing \"all-process, all-round, 24\u002F7\" companionship for students...\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Up to now, the university has offered 402 courses on AI empowerment in teaching, covering 714 teaching classes, forming a \"new teaching normal\" supported by AI teaching assistants, AI growth assistants, AI learning spaces, etc.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The application is in full swing, but in practice, the formation of consensus still has a long way to go.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Professor Li Manli from the School of Education at Tsinghua University, who participated in the development of the \"Guiding Principles,\" said that teachers and students generally lack a unified understanding of boundary issues such as whether using generative AI counts as cheating, how to divide responsibilities, and whether data can be accessed via the public network. Behaviors such as students directly using AI-generated content to submit assignments and theses, and instructors using AI to grade and guide, have directly brought about the visibility of academic integrity and talent training quality risks, leading to increasing \"responsibility anxiety\" among the parties involved.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">From a broader context, since 2023, about a hundred universities in Europe, the Americas, and Asia have issued AI education guidelines, and the iteration speed is extremely fast. \"If Tsinghua lacks its own principle documents, it will be detrimental to participating in global governance dialogues,\" Li Manli frankly said.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">In the view of Liu Yi, head of the Academic Affairs Office at Tsinghua University, the discussion must move forward one step: \"We should shift from the simple discussion of 'whether AI can be used' to considering how to responsibly and creatively make good use of AI.\"\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">In 2024, Tsinghua University officially started the formulation work of the \"Guiding Principles,\" which was driven by multiple departments and schools including the Academic Affairs Office, Graduate School, and School of Education. A cross-disciplinary, industry-academia-research integration development team was then established—educational scholars were responsible for continuously tracking and investigating the actual situation of AI empowerment in higher education teaching, ensuring that the \"Guiding Principles\" closely align with the essential requirements of teaching and nurturing; educational technology and platform managers were responsible for connecting the entire chain from concepts to tools and classrooms, enhancing implementability; computer experts provided first-hand practical evidence based on real classroom teaching experiences; postdoctoral researchers and graduate students acted as \"sensory organs,\" delving into literature and real classroom teaching fieldwork.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">How to both protect the essence of education and build a framework that guides innovation, prevents risks, and is widely accepted by the diverse academic community? This is the biggest challenge faced during the development, which in some ways explains why the final result is a \"Guiding Principles\" rather than a mandatory regulation.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"The development and application of artificial intelligence in education are still rapidly evolving. In the face of changes, an open guide is needed to guide the behavior of teachers and students and administrators, and constantly deepen the understanding of the application of artificial intelligence in the field of education in the practices of teaching, learning, research, and management,\" said Qiao Weifeng, a member of the Party Committee of the School of Education at Tsinghua University.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">After nearly two years of refinement, the \"Guiding Principles,\" consisting of three parts: \"General Provisions,\" \"Teaching Chapter,\" and \"Thesis and Practical Achievements Chapter,\" was finally published. Among them, the \"General Provisions\" established the overall position of \"proactive yet cautious,\" and set the five core principles: \"primary responsibility, compliance and integrity, data security, cautious and critical thinking, fairness and inclusiveness.\"\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"Our core work is to design and lead a process that facilitates this deep dialogue, and at key value decisions, promote the aggregation of diverse wisdom into consensus, jointly developing an action plan with unique Tsinghua characteristics, which upholds the foundation while embracing the future,\" explained Li Manli.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">How is the consensus formed — the integration of local practice and global wisdom\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"AI can help non-native speakers or those with weak logic to overcome expression barriers, focus on core ideas, and prohibiting its use is like stopping the flow because of a problem,\" said a professor from the Computer Science Department bluntly.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"If students hand over even basic writing and logical construction to AI, how will they develop the ability for deep thinking? Writing is not just expression, but a process of thinking,\" said a senior professor from the School of Humanities expressing concern.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">This was a scene that appeared during a focus group discussion at Tsinghua University in 2024, the topic of which was \"whether to allow AI to participate in the drafting of thesis drafts.\" From March to May 2024, the development team conducted in-depth interviews with 62 teachers and 58 students, covering various disciplines including humanities, science, engineering, and medicine, and organized six focus group discussions.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The survey results confirmed the team's initial judgment: there are significant differences in the application scenarios, risk perception, and value priorities of AI across different disciplines. Engineering and some management teachers view writing as a \"tool for expression\" and are open to the use of AI; teachers in fields such as humanities, law, and education emphasize \"writing as thinking\" and generally take a cautious attitude.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Although positions differ, most teachers still agree that in the master's thesis proposal, a special page should be set up to explain the use of AI in the process of literature retrieval and writing. This consensus eventually crystallized into clear provisions in the \"Guiding Principles\": if AI is applied in academic tasks and substantial contributions from AI are included in related achievements, students must clearly and significantly label or declare the use of AI according to the requirements of the university, department, or instructor.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"The intense interdisciplinary collision not only reflects the contemporary continuation of Tsinghua's tradition, but also shows that technical rationality and humanistic spirit are not opposing poles, but the wings of educational integrity,\" in Li Manli's view, the final \"Guiding Principles\" is neither the \"efficiency-first\" of engineering nor the \"technology prohibition\" of humanities, but a rational, pragmatic, and pluralistic AI education governance framework built on the basis of respecting differences. It has also accumulated valuable experience in academic democratic consultation for dealing with more complex technological ethical challenges in the future.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The vision was not limited to within the university. The development team also conducted a questionnaire survey targeting students from 12 \"Double First-Class\" universities across eastern, central, and western China. The survey found that although more than half of the sample universities had used large language model tools, the proportion and frequency of their use in deep creative applications such as stimulating creativity and completing complex creative tasks were relatively low.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"When ChatGPT was first introduced, discussions about the impact of generative AI on education were mostly speculative. However, through empirical surveys, we found that the use of large language model tools has a promoting effect on the development of high-level thinking abilities of university students, which in a certain degree responds to the concerns of some scholars about the introduction of new technologies into higher education,\" said Qiao Weifeng. The survey results provide a solid basis for the \"proactive but cautious\" overall stance of the \"Guiding Principles.\"\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">A forward-looking guide also cannot do without a keen grasp of global dynamics. The development team surveyed 25 world-class universities, including Stanford University, MIT, and NUS, and collected 70 related documents covering AI usage policies, course guidelines, and academic integrity standards.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Through the construction of a four-quadrant coordinate map, the team analyzed and found that, in terms of attitude tendency, 52% of universities leaned towards normative\u002Fconservative, 28% towards advocacy\u002Fprogressive, and 20% showed similar tendencies. In terms of language style, 44% were declarative, 32% explanatory, and 24% showed similar styles.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Interestingly, some universities' attitudes have changed significantly over time. For example, Oxford and Cambridge Universities, in March 2023, considered the use of ChatGPT as academic misconduct, resulting in automatic zero scores for papers or grade reductions for the whole year. However, in July of the same year, they lifted the ban and issued detailed compliance usage principles.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"Global research has made us realize that AI education guidelines are not just technical specifications, but also carriers of values,\" said Li Manli. Tsinghua's \"Guiding Principles\" aim to integrate local practice with global vision: responding to international consensus on responsibility ethics and literacy-oriented, while rooting in the fundamental task of \"moral education\" in China's higher education, emphasizing the unification of teacher guidance, student development, and benevolent technology, thus balancing foresight with operability.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">How is the consensus implemented — the definition of \"green path\" and \"red line\" originates from teaching practice\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">A full-year classroom \"observation\" allowed Dr. Chen Sicheng, a postdoctoral researcher at the School of Education at Tsinghua University, to experience the complete picture of AI integration into the teaching site. In the spring semester of 2024, Teacher Ma Yuchun from the Department of Computer Science introduced a customized AI teaching assistant system in his introductory programming course. This system could answer common questions about syntax errors and debugging ideas in real-time and generate reports on knowledge points where students had difficulty based on the frequency of their questions for teachers to refer to.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">From the podium to after class, Chen Sicheng and her team members Bi Huichao, Zhang Chi, and Zhou Wen seemed to have \"grown\" in the classroom. \"Teacher Ma gave us a green light, even his teaching assistant was interviewed by us deeply,\" Chen Sicheng recalled. More importantly, the team obtained first-hand materials such as student-AI conversation logs and homework annotations, ultimately piecing together a vivid \"human-machine co-performance\" teaching panorama.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The survey showed that after introducing AI teaching assistants, the response time for course Q&A shortened by 70%. One student exclaimed, \"The 24\u002F7 online Q&A support, especially during late-night debugging, was very helpful.\" Teacher Ma Yuchun also found that AI handled about 80% of repetitive questions, allowing her to focus more on advanced teaching design and personalized guidance.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">This successful practice was incorporated into the \"Guiding Principles,\" with the clause stated as: Encouraging teachers to develop or adopt AI tools to support personalized tutoring, formative feedback, and teaching decision-making under the premise of ensuring data security and educational objectives, promoting innovation in the \"human-machine collaboration\" teaching model.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">In the \"Guiding Principles,\" the setting of \"red lines\" and \"green paths\" has attracted particular attention. These clauses were not imagined out of thin air, but responded to existing teaching practices, teacher and student feedback, and potential controversial scenarios.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Based on multiple rounds of surveys, teacher workshops, student forums, and anonymous analysis of the Tuhui Online platform logs between 2023 and 2024, the development team identified several typical scenarios and thereby defined clear behavioral boundaries.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The team noticed a set of data from online course providers: since 2023, 89% of U.S. college students admitted to using ChatGPT to complete assignments, and 22% used it to obtain thesis outlines. The core issue lies in cognitive misalignment: students believe that \"AI is just a tool, like using a search engine to look up information,\" while teachers point out that \"using AI without declaration and relying entirely on AI constitutes academic misconduct.\"\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Chen Sicheng also discovered signs of \"thinking outsourcing\" in the classroom: \"At the stage of code design, AI can give module diagrams and code skeletons in seconds, and some students simply accept them, skipping the crucial thinking process of 'eating bones' themselves.\"\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The \"Guiding Principles\" further delineated several AI teaching application \"red lines\": it is strictly prohibited to directly copy or simply restate AI-generated text, code, etc., as academic achievements; it is strictly prohibited to use AI to commit academic misconduct such as ghostwriting, plagiarism, and forgery; it is strictly prohibited to train AI models with sensitive information, confidential data, or unauthorized data.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"The development of the 'Guiding Principles' follows the logic from 'problem-driven' to 'institutional guidance,'\" Liu Yi interpreted. The 'red lines' target the already visible gray areas of academic integrity, defining prohibitive boundaries to prevent systemic risks; the 'green paths' originate from the explorations of frontline teachers, standardizing and popularizing them to form positive incentives. \"This combination of theory and practice makes the text both realistic and inclusive.\"\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Faced with the rapid iteration of AI technology, an unavoidable question is: will today's rules still be applicable tomorrow? The development team has a clear understanding of this.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">When formulating the principles, Li Manli repeatedly asked herself: If AI can do everything, what remains of education?\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Her answer is: No matter how the technology changes, the fundamental mission of education has never changed. This points to three irreplaceable 'unchanged' aspects: the subjectivity of people - education is not the transfer of knowledge, but the awakening of independent thinking, value judgment, and sense of responsibility; the ethical temperature of the teacher-student relationship - education is a dialogue, trust, and encouragement between people; academic integrity as the cornerstone of civilization - authenticity, honesty, and originality are the contracts of the knowledge community.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">\"These 'unchanged' aspects are the ballast that anchor the essence of education in the technological storm,\" Li Manli said. The application of AI is indeed ahead of theory, but the theory of education is not in the technical manual, but in the continuous questioning of what it means to be human. Tsinghua's \"Guiding Principles\" will firmly safeguard the original intention of education, letting AI become the wings of education, not the master of education.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">In fact, the text also leaves space for the application of AI in more scenarios in teaching and education.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Yu Xinjie suggested that each discipline and course can carry out specific practical discussions based on the \"Guiding Principles,\" \"clearly specifying what is prohibited and what is encouraged during the process is the work that teachers need to cooperate with next.\" In his own course \"Principles of Electric Circuits,\" he explicitly states in the course description that students can discuss assignments with AI models, but copying the problem-solving process and results of AI as their own assignments is considered plagiarism.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Professor Shen Yang, a dual appointment professor at the School of Journalism and Communication and the School of Artificial Intelligence at Tsinghua University, believes that the \"red lines\" and \"green paths\" can be embedded into the daily teaching responsibility structure and evaluation mechanism, promoting the evaluation system from focusing on results to focusing on processes, paying attention to students' thinking trajectory and genuine growth.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The release of the \"Guiding Principles\" is a milestone, but also a new starting point. In the next step, Tsinghua University will promote its implementation and iteration through AI literacy platforms, teaching workshops, interdisciplinary discussions, and other ways. And this profound thinking and practice on the role of education in the intelligent era will continue to deepen in the Tsinghua campus.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">News Link\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\">Release of the \"Guidelines for Teachers' Application of Generative AI (First Edition)\"\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">Recently, the Expert Guidance Committee for Teacher Development of the Ministry of Education officially released the \"Guidelines for Teachers' Application of Generative AI (First Edition)\" (hereinafter referred to as the \"Guidelines\"). This is the first specialized application specification for the teacher group in China, clarifying the guiding ideology, basic principles, scenario guidelines, normative guidelines, and organizational guarantees.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The \"Guidelines\" indicate that scenario guidelines are the direction for teachers to apply generative AI. Teachers should actively adapt to new technological changes, integrate generative AI into all elements and processes of teaching and learning, ensure that the application of technology conforms to educational laws, legal regulations, and ethical norms, and achieve the goals of reducing workload, improving quality, and increasing efficiency. Scenario guidelines include six aspects: assisting in learning transformation, assisting in teaching improvement, assisting in cultivating talents, assisting in evaluating effectiveness, assisting in management upgrading, and assisting in research innovation.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The \"Guidelines\" propose that the normative guidelines aim to clarify the behavior boundaries that teachers need to carefully judge when using generative AI, as well as improve general operational capabilities. Teachers should understand the basic characteristics and application strategies of generative AI, effectively prevent the possible risks it may bring to students' thinking development, value shaping, educational equity, and data privacy, and ensure that the application of technology conforms to educational ethics and legal regulations.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\">The \"Guidelines\" require that all regions strengthen coordination and guidance, adapt measures to local conditions, formulate and improve local implementation details and operational guidelines for teachers' application of generative AI, establish and improve the assessment and access mechanism for generative AI tools in educational scenarios, and incorporate the enhancement of teachers' AI literacy into the training system.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(136, 136, 136);\">[News Source] Qianlong Network \u003C\u002Fspan>\u003Ca href=\"https:\u002F\u002Fbaijiahao.baidu.com\u002Fs?id=1852259628640743944&wfr=spider&for=pc\" rel=\"noopener noreferrer\" target=\"_blank\" style=\"color: rgb(136, 136, 136);\"> https:\u002F\u002Fwww.msn.cn\u002Fzh-cn\u002Fnews\u002Fother\u002Far-AA1RTDQy?ocid=BingHp01&cvid=6936317f054647a2afcd53fafcde084a&ei\u003C\u002Fa>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(136, 136, 136);\">（This article is reposted by this website to provide readers with more information and news, and the content does not constitute investment or consumption advice. If there are any doubts about the facts of the article, please verify with the relevant parties. The views expressed in the article are not the views of this website and are for reference only.）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>","https:\u002F\u002Fxinwei-dev-test.oss-cn-shenzhen.aliyuncs.com\u002Fintelligent\u002Faudio%3Ade759c63-3dba-4fa3-946e-68df0a7f4250%3A0.wav?Expires=1774838438&OSSAccessKeyId=LTAI5tNvY2RkKjZw4LLWsrPK&Signature=Ybc8SCydxt6%2B%2FpVyUHQig6FF8sI%3D","de759c63-3dba-4fa3-946e-68df0a7f4250",16693888]