[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$fwW7Mw0bmjIuhY7ksG9Ck5ogG6gRCt9Pj9UPARxKlifY":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},1560,"探寻人工智能时代的教育变革之路 ——中国教育报智慧教育专刊年终回顾","\u003Cimg alt=\"\" src=\"https:\u002F\u002Fimage.51xinwei.com\u002F2026\u002F03\u002Fhistory\u002Ff939f47a723b482fb518b57643cd7cf1.png\" width=\"624\" height=\"null\" style=\"display: block; margin: auto;\">\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong class=\"ql-lineHeight-1-75\" style=\"font-size: 18px; color: rgb(255, 153, 0);\">\t2025年全国两会上，习近平总书记强调：“要实施国家教育数字化战略，建设学习型社会，推动各类型各层次人才竞相涌现。”当前，教育数字化成为我国开辟教育发展新赛道和塑造教育发展新优势的重要突破口。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t一年来，中国教育报智慧教育专刊紧跟我国教育强国建设步伐，推出“以数字化全面支撑教育强国建设”“新视点”等栏目，注重理念引领、服务读者，从关注前沿教育技术到破解教育难题，从追踪教育热点到区域学校实践，智慧教育专刊正在全方位地吸引和汇聚着推动我国教育数字化发展的力量，其“磁力场”效应日益凸显……今天，让我们一起回顾一年来智慧教育专刊的精彩报道。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t关键词一 探寻前沿\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t以AI智能体推动教育改革发展\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t北京师范大学教授黄荣怀在《智能体打开教育拥抱大模型的入口》中指出，教育智能体作为连接大模型与多元化教育场景的关键桥梁，融合了大模型的强大认知推理能力与智能体的精准任务执行能力，成为当前数字化教学模式转型的研发和应用热点，将助力构建人机间的“协同教学”“协同学习”和“协同决策”的应用场景。（2月15日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t如何创设教学智能体？教师如何用智能体？\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t淮北师范大学教授张琪在《创设教育智能体要遵循教育规律》中指出，教育智能体的构建要求技术功能与教学规律和学习者认知特征高度契合，通过精细化角色定位和智能工作流的有机集成，从而确保其发挥应有的教育效能。（3月12日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t上海师范大学教授黎加厚在《教师如何用好教育智能体》中指出，无论是教师自己创建的智能体，还是使用别人共享的智能体，反复训练智能体的过程都极为重要。在训练教育智能体运用到“教育微场景”时，可以参考实施“教育智能体四小行动”路线图，即小场景、小研究、小智能体、小创新。（3月18日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t杭州师范大学副教授陆吉健在《教育智能体如何更有温度》中指出，在教育智能体正逐渐成为生成式人工智能技术在教育中应用的重要途径的同时，也必须正视智能体创建和应用中的伦理风险问题，要通过防范师生关系异化、避免急功近利和自主权丧失、规避隐私泄露和版权侵犯等，确保智能体能够科学、可持续、安全地为教育赋能增效。（4月1日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t人工智能赋能STEM教育\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t教育部教育数字化专家咨询委员会主任委员、武汉理工大学校长杨宗凯在《STEM教育如何拥抱人工智能》中指出，人工智能教育聚焦于人工智能这一特定领域，强调对人工智能相关知识与技能的认知与探索；STEM教育强调打破学科界限、实现跨学科融合，旨在让学习者习得运用不同学科知识解决实际问题的方法与技能。智能时代，STEM教育为人工智能教育提供不可或缺的学科理论支撑与方法论基础，人工智能驱动STEM教育在教学模式、课程体系、学习方式等方面革新升级。（6月24日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t华南师范大学教授詹泽慧在《如何借力人工智能发展STEM教育》中指出，当前，我国中小学STEM教育的主要载体是科学教育，目前逐渐向“科工技融合”方向发展，培养学生在具备扎实知识基础的同时，还要有动手解决问题的能力和质疑精神，这两者包含如何合理用好人工智能技术，使学生在技术洪流中保持主体性。实践中，要为教师提供优质的备课资源，提升教师STEM教学设计能力；学校还需要有明确的使用人工智能技术的相关规定，发挥“留白”和“规约”双重作用，保证师生的主体性。（8月26日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t国际工程技术协会主席、牛津大学沃夫森学院教授詹姆斯·克雷布在《智能时代STEM教育如何发力》中指出，智能时代，高校培养的人才，不一定都要成为技术专家，但每个人都应具备对人工智能能力边界的基本认知，理解它的潜力与局限，并能基于此创新。高校在推动人工智能应用的同时，也应警惕其对学生思维能力的潜在影响。因此，尤其要重视教学方式的调整，引导学生在互动中深化理解、拓展思维。（9月16日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t关键词二 追踪热点\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t加强人工智能教育\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t南方科技大学教授赵建华在《高校如何建设人工智能通识课程》中指出，开设人工智能通识课程时，各类高校需依据学校类型与发展定位，实施差异化课程建设策略。研究型大学可侧重人工智能思维与创新能力的塑造，应用型高校宜强调人工智能技术在真实场景中的落地与应用，职业院校则应聚焦人工智能工具的使用与操作技能培养。（9月23日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t广西教育数字化发展研究中心特聘研究员关博、广西师范大学教授袁磊在《中小学人工智能通识课教什么》中指出，中小学人工智能通识教育的开展犹如一根线抓住一张网：一根线是学校基于学生认知发展规律规划的分层递进、螺旋上升的培养路径，一张网是中小学全学科深度互动、系统性贯穿培养所交织的教育网络。（10月14日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t华中师范大学教授郑旭东在《中小学如何构建人工智能课程》中指出，学生的学习要先后经历垂直应用（工程）、关键技术（技术）、基本原理和基础概念（科学）等几个阶段，最后到达抽象的数学世界（数学）。因此，中小学人工智能教育需要从工程实践和技术应用开始，逐渐下沉到数学与科学的底层基础。（12月9日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t浙江省温州市瓯海区教育研究院副院长张林勇在《学校AI教育如何与社会发展同频》中指出，区域规模化推进人工智能通识课程落地，需要以“整合育人”为核心理念，围绕本土产业升级与教育高质量发展的双重需求，通过区级与校级教学教研的协同、学校与社会的积极互动，重构课程供给逻辑，构建贯通中小幼的人工智能通识课程体系。（12月16日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t北京师范大学教育技术学院副院长卢宇在《AI通识教育如何破解师资难题》中指出，面对人工智能教育师资力量严重不足的挑战，通过吸引信息技术等相关学科教师转入人工智能领域，再逐步吸引其他学科教师，是当前壮大中小学人工智能教师队伍最为有效的措施之一。（11月11日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t天津市教育科学研究院教育信息中心副主任高淑印在《打造跨学科人工智能教育教师队伍》中介绍了天津从资源、培训、机制等维度发力壮大AI教师队伍，并提出，未来天津将探索建立“1+N”教学团队模式，即1名AI专业教师带领多名跨学科教师共同开展教学。（12月16日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t关键词三 剖解难题\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t“人工智能+教育”\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t首都师范大学人工智能教育研究院副院长、教授朱永海在《生成式人工智能如何改变学习方式》中指出，基于生成式人工智能的个性化学习，学习过程中更加凸显个体学习者的“高自主性”，即学习者和内容资源具有“高生成性”的生成式人工智能之间，通过提问与追问等高频互动，形成不同的学习路径，满足个性化需求。（5月20日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t中南民族大学教育学院院长、教授万力勇在《大模型如何助力数字教育资源建设》中指出，由大模型生成的数字教育资源开发流程包括确定需求、素材生成、素材审核、重组聚合、分发试用、反馈优化等。要建立数据源白名单制度，使用经过官方认证的大数据作为训练数据源；要大力提升资源开发者的提示素养，包括对大模型的理解与认知、提示词编写技能以及对生成内容的评估技能等。（6月17日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t华南师范大学教授、教师发展中心主任、教育人工智能研究院常务副院长胡小勇在《人工智能应用如何守护教育初心》中指出，未来教育的“人机共育”，是科技与人文的共生、效率与温度的统一。坚守以人为本理念，兼具数据与人文、融合智性和德行，应成为人工智能深度融入教育领域的定向器和压舱石。（7月8日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t首都师范大学教授孙众在《如何用AI课堂评价促教师成长》中指出，开展基于AI的课堂教学评价，要引导教师利用AI技术认识自己、发现自己，激发内驱动力，即穿透统计学的数值计算，探寻师生的变化，揭示教育学的意义关联；具体从增值分析、关联分析、对比分析、跟踪分析等视角落实课堂评价。（10月21日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t华东师范大学课程与教学研究所所长、教授崔允漷在《数字化如何让家常课被看见被改进》中指出，数课分析是AI技术赋能教研的一种实践形态，AI模型分析后生成的“数课报告”（即课堂数据报告）需包括课堂整体框架分析、师生话语互动分析和为课堂绘制数据驱动的“好课画像”三大板块。（11月25日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t提升师生数字素养\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t中国教育科学研究院副研究员左晓梅在《如何缓解教师“数字压力”》中指出，当前，教师群体存在“技能焦虑”与“应用迷茫”，要引导教师明确人机协同教学中教师的独特优势，即对教与学规律、育人规律的把握；明确人工智能与教育的融合是持续和动态演进的，需将AI应用视为长期探索的过程；要明确保持对新技术、新应用的敏感度与学习热情是数字化生存的重要核心点之一。（5月27日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t教育部教育技术与资源发展中心《中国电化教育》杂志社副社长管佳在《智能时代如何提升大学生数字素养》中指出，需通过架构“双向驱动”治理评价机制，依循自上而下的理论驱动和自下而上的数据驱动原则，为实现个性化、即时性、智能化的大学生数字素养评价，提供充分的证据支撑。（6月10日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t中央民族大学教育学院教授许丽英在《如何培养教师深层次数字素养》中提出，引领教师深层数字素养的提升，需坚持“理论研究+观念转换”两条意识通路，即：理论层面，通过构建系统化学理体系，为数字教学实践提供深层支撑；观念转向层面，亟待强化教师数字应用自觉性，为数字教学活动奠定思想基础。（7月1日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t杭州师范大学教授杨俊锋在《如何推进教师数字素养一体化培育》中指出，智能时代，面对教师角色转型的挑战，急需探索贯穿职前与职后的系统性培养路径。职前培养，要强调技术与学科教学的融合实践；职后培训，要强化智能技术在教学中的实际应用；职前职后衔接，要构建多元协同的一体化培养机制。（9月9日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t关键词四 聚焦应用\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t教育数字化转型的区域探索\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t四川省甘孜藏族自治州在“三通两平台”的基础上，探索出了“智慧教育‘123’模式”，即建设了一个甘孜智慧教育云服务中心，搭建了“内地优质带动州内优质”“州内优质带动州内薄弱”两类平台，创建了州级“康巴网校”云平台、县级“智慧教育中心”、校级“数字化校园”三级形态，以立体多元智慧教育网推进教育数字化赋能优质均衡。（3月1日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t山东省青岛市崂山区以“全域数据融合、精准标注赋能”为核心，围绕“教、学、研、管、评”五大教育场景，构建了覆盖全区16个智慧系统的数据采集网络，用数字化推动区域教育循证治理。（3月1日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t上海市虹口区秉持“智能向善”的理念，积极开展实践探索，构建了独具特色的融合教育“云支持”体系——“四朵云”，即“云识别”系统、“云响应”系统、“云资源”平台、“云管理”平台，多维度为特殊学生的教育提供有力支撑。（7月8日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t数智技术赋能教育的学校实践\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t西北师范大学以课程联盟推动48所高校在线协同教学，使学生能够接触到不同高校、政府部门、企业的专家和资源，实现不同高校师生间的实时或非实时互动与合作，通过外部资源的连接与共享完成学习与积累过程。（4月15日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t山西省晋城市阳城县实验小学借助中小学国家智慧教育平台提供的“中小学体能训练指南”的微课资源设计高度个性化的体育训练组合，缓解了乡村小学体育专业资源和科学指导上的燃眉之急。（9月9日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t重庆市沙坪坝区树人景瑞小学通过系统构建“课程—教学—机制”三位一体实施路径，支撑人工智能课程高质量实施，实现了学校科科融AI，生生学AI。（10月14日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t四川省成都市英华学校以小场景、小任务、小工具、小智能体搭建AI与课堂之间的桥梁，畅通AI教育在校园快速发展，构建起“全员能参与、全科能融合、全程能落地”的教育体系。（11月11日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t中南财经政法大学马克思主义学院通过“大数据+云计算”，收集学生思想、行为、情感等多维度数据，开展学情分析，建立动态“数字画像”，为精准把握学生认知特征与思想动态提供数据支撑，实现了理论讲解由“单向灌输”变为“双向共鸣”。（12月2日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t内蒙古自治区呼和浩特市清水河县城关镇第三小学以“整本书阅读”这一小接口，将国家级的优质资源，精准、高效地转化为了师生日常教与学的“新常态”，探索出乡村学校以数字化激发内生的“自我造血”模式，有力推动学校教学转型。（12月2日4版）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t本报记者黄璐璐整理\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】中国教育报 \u003C\u002Fspan>\u003Ca href=\"http:\u002F\u002Fpaper.jyb.cn\u002Fzgjyb\u002Fhtml\u002F2025-12\u002F30\u002Fcontent_144743_19174096.htm\" 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>\u003Cbr>\u003C\u002Fp>","","https:\u002F\u002Fimage.51xinwei.com\u002F2026\u002F01\u002F3bf2f5cad27f41e999139a88742d3ed1\u002F教育生态.jpg","https:\u002F\u002Fimage.51xinwei.com\u002F2026\u002F01\u002Fthumbs\u002F3bf2f5cad27f41e999139a88742d3ed1\u002F教育生态.jpg",0,1,56,"2026-01-04 09:00",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%3Ae93e7060-13b0-4675-8bd9-fa97501cb87b%3A0.wav?Expires=1767584222&OSSAccessKeyId=LTAI5tNvY2RkKjZw4LLWsrPK&Signature=t43eGdZMEykAzGR%2Bi6FqZzptZ5Y%3D",24925232,"e93e7060-13b0-4675-8bd9-fa97501cb87b","2026-01-04 08:56","Exploring the Path of Educational Transformation in the Era of Artificial Intelligence —— Annual Review of the \"Smart Education\" Special Edition of China Education Daily","\u003Cimg alt=\"\" src=\"https:\u002F\u002Fimage.51xinwei.com\u002F2026\u002F03\u002Fhistory\u002Ff939f47a723b482fb518b57643cd7cf1.png\" width=\"624\" height=\"null\" style=\"display: block; margin: auto;\">\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cstrong class=\"ql-lineHeight-1-75\" style=\"font-size: 18px; color: rgb(255, 153, 0);\">\tIn the 2025 National Two Sessions, General Secretary Xi Jinping emphasized, \"We should implement the national strategy for educational digitization, build a learning society, and promote the emergence of various types and levels of talents.\" Currently, educational digitization has become an important breakthrough for China to open up new development tracks and shape new advantages in education.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tOver the past year, the \"Smart Education\" special edition of China Education Daily has closely followed the pace of China's efforts to build a strong educational country, launching columns such as \"Supporting the Construction of a Strong Educational Country with Digitalization\" and \"New Perspectives,\" focusing on concept guidance and serving readers. From paying attention to cutting-edge educational technologies to solving educational problems, from tracking educational hotspots to regional school practices, the Smart Education Special Edition is now attracting and gathering forces that drive the development of educational digitization in our country, and its \"magnetic field\" effect is becoming increasingly evident... Today, let us take a look back at the exciting reports of the Smart Education Special Edition over the past year.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tKey Words One: Exploring the Cutting Edge\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tUsing AI agents to drive educational reform and development\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"AI Agents Open the Entry Point for Education Embracing Large Models,\" Professor Huang Ronghuai from Beijing Normal University pointed out that educational agents serve as a key bridge connecting large models with diverse educational scenarios. They integrate the powerful cognitive reasoning capabilities of large models with the precise task execution capabilities of agents, becoming a research and application hotspot for current digital teaching mode transformation, which will help build application scenarios for \"collaborative teaching,\" \"collaborative learning,\" and \"collaborative decision-making\" between humans and machines. (February 15, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tHow to create educational agents? How can teachers use agents?\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"Creating Educational Agents Should Follow Educational Laws,\" Professor Zhang Qi from Huai Bei Normal University pointed out that the construction of educational agents requires a high level of alignment between technical functions and educational laws and learners' cognitive characteristics. Through refined role positioning and the organic integration of intelligent workflows, it ensures that they can play their due educational effectiveness. (March 12, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How Teachers Can Use Educational Agents,\" Professor Li Jiahou from Shanghai Normal University pointed out that whether teachers create their own agents or use shared agents, the process of repeatedly training agents is extremely important. When applying educational agents to \"educational micro-scenes,\" one can refer to the implementation of the \"Four Small Actions for Educational Agents\" roadmap, namely, small scenes, small studies, small agents, and small innovations. (March 18, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How Can Educational Agents Be More Human,\" Professor Lu Jijian from Hangzhou Normal University pointed out that while educational agents are gradually becoming an important approach for the application of generative artificial intelligence technology in education, we must also face the ethical risks involved in agent creation and application. We need to prevent the alienation of teacher-student relationships, avoid short-term gains and loss of autonomy, and prevent privacy leaks and copyright infringement, ensuring that agents can scientifically, sustainably, and safely empower and enhance education. (April 1, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tArtificial Intelligence Empowering STEM Education\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How STEM Education Embraces Artificial Intelligence,\" Yang Zongkai, director of the Expert Advisory Committee for Educational Digitization of the Ministry of Education and president of Wuhan University of Technology, pointed out that AI education focuses on the specific field of artificial intelligence, emphasizing the cognition and exploration of knowledge and skills related to artificial intelligence. STEM education emphasizes breaking down disciplinary boundaries and achieving interdisciplinary integration, aiming to enable learners to acquire methods and skills for solving practical problems using knowledge from different disciplines. In the intelligent era, STEM education provides indispensable theoretical support and methodological foundations for AI education, and AI drives innovation and upgrading of teaching modes, curriculum systems, and learning methods in STEM education. (June 24, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How to Leverage Artificial Intelligence to Develop STEM Education,\" Professor Zhan Zehui from South China Normal University pointed out that currently, the main carrier of STEM education in Chinese primary and secondary schools is science education, and it is gradually developing towards the direction of \"integration of science, engineering, and technology.\" It is necessary to cultivate students' ability to solve problems and critical thinking, along with having a solid knowledge base. These two aspects include how to reasonably utilize AI technology, so that students can maintain their subjectivity in the tide of technology. In practice, we need to provide teachers with high-quality teaching resources and improve their STEM teaching design capabilities. Schools also need clear regulations regarding the use of AI technology, playing both the roles of \"leaving space\" and \"regulation\" to ensure the subjectivity of teachers and students. (August 26, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How STEM Education Can Make a Difference in the Intelligent Era,\" James Crebbs, chairman of the International Engineering and Technology Association and professor at Wolfson College, Oxford University, pointed out that in the intelligent era, the talents cultivated by universities do not necessarily have to become technical experts, but everyone should have a basic understanding of the boundaries of AI capabilities, understand its potential and limitations, and be able to innovate based on this. While promoting the application of AI, universities should also be vigilant about its potential impact on students' thinking abilities. Therefore, it is particularly important to pay attention to adjusting teaching methods, guiding students to deepen their understanding and expand their thinking through interaction. (September 16, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tKey Words Two: Tracking Hot Topics\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tStrengthening AI Education\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How Universities Can Build AI General Education Courses,\" Professor Zhao Jianhua from the Southern University of Science and Technology pointed out that when establishing AI general courses, various universities should implement differentiated course construction strategies based on their types and development positions. Research-oriented universities should focus on shaping AI thinking and innovative capabilities, while applied universities should emphasize the practical application of AI technology in real scenarios, and vocational colleges should focus on training skills in using AI tools. (September 23, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"What Should Primary and Secondary School AI General Courses Teach?\" Guan Bo, a specially appointed researcher at the Guangxi Center for Educational Digitization Development, and Professor Yuan Lei from Guangxi Normal University pointed out that the implementation of AI general education in primary and secondary schools is like a thread grasping a net: the thread is the tiered and spiraling cultivation path planned by schools based on students' cognitive development laws, while the net is the educational network formed by deep interaction across all subjects in primary and secondary schools, systematically integrating the cultivation process. (October 14, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How Primary and Secondary Schools Can Build AI Courses,\" Professor Zheng Xudong from Central China Normal University pointed out that students' learning should go through several stages, including vertical application (engineering), key technologies (technology), and basic principles and fundamental concepts (science), finally reaching the abstract world of mathematics (mathematics). Therefore, primary and secondary school AI education should start with engineering practice and technological applications, gradually moving down to the fundamental basis of mathematics and science. (December 9, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How School AI Education Can Align with Social Development,\" Zhang Linyong, vice director of the Education Research Institute of Ou Hai District, Wenzhou City, Zhejiang Province, pointed out that to promote the implementation of AI general courses on a regional scale, we need to take \"integrating education for all\" as the core concept, addressing the dual needs of local industrial upgrading and high-quality educational development. By coordinating district-level and school-level teaching and research, and actively interacting between schools and society, we can restructure the logic of course supply and build a comprehensive AI general education curriculum system covering kindergartens, primary schools, and secondary schools. (December 16, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How to Solve the Teacher Shortage Problem in AI General Education,\" Lu Yu, vice dean of the School of Educational Technology at Beijing Normal University, pointed out that one of the most effective measures to expand the team of AI teachers in primary and secondary schools at present is to attract teachers from related disciplines such as information technology to enter the AI field, and then gradually attract teachers from other disciplines. (November 11, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"Building a Cross-Disciplinary AI Teaching Team,\" Gao Shuyin, vice director of the Education Information Center of the Tianjin Academy of Educational Sciences, introduced how Tianjin is strengthening the AI teaching team from dimensions such as resources, training, and mechanisms, and proposed that in the future, Tianjin will explore a \"1+N\" teaching team model, meaning one AI professional teacher leads multiple cross-disciplinary teachers to jointly carry out teaching. (December 16, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tKey Words Three: Analyzing Problems\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\t\"Artificial Intelligence + Education\"\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How Generative AI Changes Learning Methods,\" Professor Zhu Yonghai, vice director of the Institute of AI Education at Capital Normal University, pointed out that personalized learning based on generative AI highlights the \"high autonomy\" of individual learners in the learning process, where learners and content resources with \"high generativity\" form different learning paths through frequent interactions such as questioning and following up, meeting personalized needs. (May 20, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How Large Models Help in Building Digital Educational Resources,\" Professor Wan Liyong from the School of Education at South-Central Minzu University pointed out that the development process of digital educational resources generated by large models includes determining needs, generating materials, reviewing materials, reorganizing and aggregating, distributing and testing, and feedback optimization. A whitelist system for data sources should be established, using officially certified big data as training data sources; we should greatly enhance the prompt literacy of resource developers, including understanding and awareness of large models, skill in writing prompts, and evaluation skills for generated content. (June 17, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How AI Applications Can Protect the Original Intent of Education,\" Professor Hu Xiaoyong, deputy director of the Center for Teacher Development and常务副院长 of the Institute of Educational AI at South China Normal University, pointed out that the future of education, \"human-machine co-education,\" is the coexistence of technology and humanities, the unity of efficiency and warmth. Upholding the people-centered concept, combining data and humanities, and integrating intelligence and morality should become the compass and ballast for the deep integration of AI into the field of education. (July 8, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How to Use AI Classroom Evaluation to Promote Teacher Growth,\" Professor Sun Zhong from Capital Normal University pointed out that conducting classroom evaluations based on AI should guide teachers to use AI technology to understand themselves, discover themselves, and stimulate internal motivation, i.e., penetrate statistical numerical calculations to explore changes in teachers and students, revealing the meaningful associations of pedagogy. Specifically, it should be implemented from perspectives such as value-added analysis, association analysis, comparative analysis, and tracking analysis. (October 21, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How Digitalization Makes Regular Classes Visible and Improved,\" Professor Cui Yunhe, director of the Institute of Curriculum and Teaching at East China Normal University, pointed out that data-driven teaching analysis is a practical form of AI technology empowering research and teaching. The \"data-driven teaching report\" (i.e., classroom data report) generated after AI model analysis should include three major sections: overall framework analysis of the classroom, teacher-student discourse interaction analysis, and data-driven \"good class portrait\" drawing for the classroom. (November 25, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tEnhancing Digital Literacy of Teachers and Students\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How to Alleviate Teachers' 'Digital Pressure',\" Zuo Xiaomei, a researcher at the Chinese Academy of Educational Sciences, pointed out that currently, the teacher group faces \"skill anxiety\" and \"application confusion.\" We need to guide teachers to clearly understand the unique advantages of teachers in human-machine collaborative teaching, that is, the grasp of the laws of teaching and learning and the laws of nurturing talent; clearly understand that the integration of AI and education is a continuous and dynamic evolution, and view AI application as a long-term exploration process; clearly understand that maintaining sensitivity and enthusiasm for new technologies and applications is one of the important core points of digital survival. (May 27, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How to Improve the Digital Literacy of College Students in the Intelligent Era,\" Guan Jia, vice editor-in-chief of the \"China Electro-Education\" magazine, published by the Department of Educational Technology and Resource Development of the Ministry of Education, pointed out that we need to establish a \"two-way driving\" governance and evaluation mechanism, following the principles of top-down theoretical driving and bottom-up data driving, to provide sufficient evidence support for achieving personalized, timely, and intelligent digital literacy evaluation of college students. (June 10, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How to Cultivate Deep-Level Digital Literacy in Teachers,\" Professor Xu Liying from the School of Education at the Central University for Nationalities proposed that to lead the improvement of teachers' deep-level digital literacy, we need to adhere to two awareness pathways: \"theoretical research + concept transformation.\" That is, on the theoretical level, by building a systematic theoretical system, we can provide deep support for digital teaching practice; on the concept transformation level, we urgently need to strengthen teachers' awareness of digital application to lay the ideological foundation for digital teaching activities. (July 1, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tIn the article \"How to Promote the Integrated Cultivation of Teachers' Digital Literacy,\" Professor Yang Junfeng from Hangzhou Normal University pointed out that in the intelligent era, facing the challenges of teacher role transformation, it is urgently needed to explore a systematic cultivation path that spans pre-service and in-service training. For pre-service training, emphasis should be placed on the integration of technology and subject teaching; for in-service training, the practical application of smart technology in teaching should be strengthened; for the connection between pre-service and in-service training, a diversified and coordinated integrated cultivation mechanism should be established. (September 9, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tKey Words Four: Focusing on Application\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tRegional Exploration of Educational Digitization Transition\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tGanzi Tibetan Autonomous Prefecture in Sichuan Province, based on the \"Three Communications and Two Platforms,\" has explored the \"Smart Education '123' Model,\" which means building one Ganzi Smart Education Cloud Service Center, setting up two platforms, namely, \"high-quality resources from inland areas leading high-quality resources within the prefecture\" and \"high-quality resources within the prefecture leading weak resources within the prefecture,\" creating a provincial-level \"Kangba Network School\" cloud platform, county-level \"Smart Education Centers,\" and school-level \"Digital Campuses\" in three forms, to promote educational digitization empowerment of high-quality and balanced education through a multi-dimensional smart education network. (March 1, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tQingdao Laoshan District in Shandong Province takes \"full-scale data integration and precise annotation empowerment\" as the core, revolves around the five educational scenarios of \"teaching, learning, research, management, and evaluation,\" and builds a data collection network covering 16 smart systems throughout the district, using digitalization to promote evidence-based governance of regional education. (March 1, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tHongkou District in Shanghai upholds the concept of \"intelligent goodness,\" actively carries out practical explorations, and has built a unique \"cloud support\" system for inclusive education - \"four clouds,\" namely, the \"Cloud Recognition\" system, the \"Cloud Response\" system, the \"Cloud Resources\" platform, and the \"Cloud Management\" platform, providing strong support for the education of special students from multiple dimensions. (July 8, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tSchool Practice of Empowering Education with Digital Intelligence Technology\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tNorthwest Normal University promotes online collaborative teaching among 48 universities through course alliances, allowing students to access experts and resources from different universities, government departments, and enterprises, enabling real-time or non-real-time interaction and cooperation between students and teachers from different universities, completing the learning and accumulation process through external resource connections and sharing. (April 15, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tYangcheng County Experimental Primary School in Jincheng City, Shanxi Province uses micro-lessons from the \"Primary and Secondary School Physical Training Guide\" provided by the National Smart Education Platform of China to design highly personalized physical training combinations, alleviating the urgent need for sports professionals and scientific guidance in rural primary schools. (September 9, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tShupingba District Shuren Jingrui Primary School in Chongqing City has built a three-dimensional implementation path of \"curriculum-teaching-mechanism\" to support the high-quality implementation of AI courses, achieving \"every subject integrates AI, and every student learns AI.\" (October 14, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tChengdu Yinghua School in Sichuan Province connects AI and classrooms through small scenes, small tasks, small tools, and small agents, facilitating rapid development of AI education in schools, building an educational system where \"everyone can participate, all subjects can integrate, and everything can be implemented.\" (November 11, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tThe School of Marxism at Zhongnan University of Economics and Law used \"big data + cloud computing\" to collect multidimensional data on students' thoughts, behavior, and emotions, conduct learning situation analysis, and establish a dynamic \"digital profile,\" providing data support to accurately grasp students' cognitive characteristics and ideological dynamics, realizing the transformation of theoretical explanation from \"one-way indoctrination\" to \"two-way resonance.\" (December 2, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tQingshuihe County Third Primary School in Hohhot City, Inner Mongolia Autonomous Region used \"reading the whole book\" as a small interface to accurately and efficiently convert national high-quality resources into the \"new normal\" of daily teaching and learning for teachers and students, exploring a \"self-sustaining\" model for rural schools to stimulate internal growth through digitalization, effectively promoting the transformation of school teaching. (December 2, Page 4)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">\tReporter Huang Lulu compiled\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】China Education Daily \u003C\u002Fspan>\u003Ca href=\"http:\u002F\u002Fpaper.jyb.cn\u002Fzgjyb\u002Fhtml\u002F2025-12\u002F30\u002Fcontent_144743_19174096.htm\" 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 forwarded by this website to provide readers with more information and news. The content does not constitute investment or consumption advice. If there are any questions about the facts of the article, please verify with the relevant parties. The views of the article are not the views of this website and are for reference only.）\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>","https:\u002F\u002Fxinwei-dev-test.oss-cn-shenzhen.aliyuncs.com\u002Fintelligent\u002Faudio%3A6c533ad0-2871-4dbd-a765-260937c46a88%3A0.wav?Expires=1774838434&OSSAccessKeyId=LTAI5tNvY2RkKjZw4LLWsrPK&Signature=%2BYBM1WBD%2FS1JVdnWIcFF2%2F%2FLWbo%3D","6c533ad0-2871-4dbd-a765-260937c46a88",16797642]