[1]骆嘉惠.在生成式人工智能时代重新思考何为“原创”:高等教育的角色和目的[J].清华大学教育研究,2025,(01):79-85.
LUO Jia-hui.Rethinking “Original Work” in the GenAI Age: The Role and Purpose of Higher Education[J].TSINGHUA JOURNAL OF EDUCATION,2025,(01):79-85.
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在生成式人工智能时代重新思考何为“原创”:高等教育的角色和目的
LUO Jia-hui.Rethinking “Original Work” in the GenAI Age: The Role and Purpose of Higher Education[J].TSINGHUA JOURNAL OF EDUCATION,2025,(01):79-85.
清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]
- 卷:
- 期数:
- 2025年01期
- 页码:
- 79-85
- 栏目:
- 人工智能与教育
- 出版日期:
- 2025-02-20
文章信息/Info
- Title:
- Rethinking “Original Work” in the GenAI Age: The Role and Purpose of Higher Education
- 分类号:
- G649.1
- 文献标志码:
- A
- 摘要:
- 人工智能在当下高等教育政策话语中常常被视作一种游离于学生独立努力与智力贡献之外的外部辅助形式,进而对学生功课的原创性形成潜在威胁。然而,在当今知识生产日益呈现出协作化、分布化、人工智能介导化的态势下,究竟何种工作或作品方可称之为“原创”?若学生使用人工智能辅助完成功课,是否必然意味着该学生的功课不再属于“原创性工作”也不再“独立”?围绕上述问题,本文结合实证研究对生成式人工智能时代下何为原创性工作这一议题展开反思与讨论。文章对当前高等教育政策语境下原创性工作的定义、原创性定义背后的价值取向与未来人才培养、生成式人工智能时代下的原创性工作几大主题进行分析,并在文末针对高等教育的角色和目的提出相应建议。
- Abstract:
- Artificial intelligence is often perceived as an external form of assistance separate from students’ independent efforts and intellectual contributions in the current higher education policy discourse, hence undermining the originality of students’ work. However, in a time when knowledge production becomes increasingly collaborative, distributed and AI-mediated, questions arise as to what kind of work could be considered truly “original”. If a student uses artificial intelligence to assist in their work, does that necessarily mean their work is no longer “original” or “independent”? With these questions in mind, the author discusses and reflects on the meaning of original work in the age of generative artificial intelligence. The paper draws on empirical data to illustrate how original work is being defined in the current education policy context, the value orientation underpinning “originality” and its association with talent cultivation, and the complexities around defining original work in the digital age. The paper concludes with suggestions for higher education stakeholders to rethink original work and provide a more inclusive environment for students to thrive.
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