A Sino-american Comparison On Artificial Intelligence Education In Primary And Secondary Schools

The new wave of artificial intelligence shapes people's work and life,and also has a profound impact on education.Governments around the world have responded quickly and issued policies to promote artificial intelligence education in primary and secondary schools.The United States and China have attracted much attention in the wave of development of artificial intelligence education in primary and secondary schools.Based on the analysis framework of "policy planning-target positioning-curriculum content",this study studies the AI education in primary and secondary schools in China and the United States through the literature method and comparative method,analyzing the similarities and differences between the two countries,and providing policy suggestions for the development of AI education in primary and secondary schools in China.Through comparative analysis,it is found that the artificial intelligence education in primary and secondary schools in China and the United States have similar policy planning frameworks.Both take programming education as the basis for implementing artificial intelligence education,implement artificial intelligence education with various types of courses and activities,and cultivate teachers as a guarantee of artificial intelligence education.However,they differ in driving forces and development priorities.The United States focuses on promoting artificial intelligence education with financial funds,and emphasizes the stability of the foundation of artificial intelligence education in primary and secondary schools.China mainly relies on policies to drive artificial intelligence education,focusing on the development of core areas of artificial intelligence education in primary and secondary schools,and takes the lead in introducing artificial intelligence textbooks into the classroom.The target framework of artificial intelligence education in primary and secondaryschools in China and the United States is quite similar.Both countries have positioned artificial intelligence education in primary and secondary schools as universal education that fosters "soft qualities" such as computational thinking,creativity and a sense of information society responsibility.However,there are differences in the deep connotation,presentation and motivation behind their goals.In the United States,the goal of artificial intelligence education in primary and secondary schools is both universal and improving,while China focuses on universality;the United States is direct in cultivating creativity,cooperation and interdisciplinary thinking,while China is not.And the motivation of developing artificial intelligence education in primary and secondary schools in the United States is to promote the national strength,with the characteristics of economic orientation and externality,hoping to surpass other countries and achieve global leadership.China,on the other hand,is more student-centered,people-oriented and endogenous,focusing on the development and improvement of our own country,with a view to achieving national rejuvenation.The curriculum contents of artificial intelligence education in primary and secondary schools in China and the United States are both contemporary and nurturing.The curriculum contents not only reflect the latest technological development trend and application hotspot of artificial intelligence,but also aim to shape high-order thinking in students and lead their spiritual growth.However,there are differences between the two countries in the cohesion of learning segments and learning culture.The contents of artificial intelligence courses in primary and secondary schools in the United States run through each semester with core concepts,making the semesters more coherent and cohesive.China has not yet established a "three-segment integration" artificial intelligence education curriculum standard for elementary,junior and senior high schools,thus the connection between the various sections needs to be strengthened.In terms of course content,the United States attaches great importance to the interaction between students and the artificial intelligence industry practice,learning communities,and market users,so it infiltrates marketability characteristic of "industry,community and market oriented".China pays more attention to the appropriateness and practicality of the curriculum contents,which embody the educational characteristics of "students,disciplines and practice based."Based on the above analysis,to promote the development of China's primary andsecondary school education of artificial intelligence:(1)The artificial intelligence education policies in China should be more detailed,while coordinating and consolidating the strengths of the government,schools,enterprises,professional organizations and other sectors to form a joint force to lay a solid foundation for the curriculum,teachers and funds of artificial intelligence education in primary and secondary schools.(2)In terms of target positioning,it is advisable to strengthen the requirement of "high quality" while popularizing the AI education in primary and secondary schools,further emphasize the importance of the cultivation of AI creators and reflectors,and at the same time incorporate the “New 5Cs ”such as cultural competence?cross-disciplinary competence?critical thinking?communication and collaboration into the goal.(3)In terms of curriculum content,the trinity of "scientificity,marketability and educativeness " should be paid attention to.Scientificity refers to improving the content cohesion of primary school,junior high school and senior high school,emphasizing the content of data analysis,and presenting the course content in a simple way and highlighting the core;marketability refers to enhancing students' interaction with artificial intelligence industry,learning communities and market users;educativeness refers to paying more attention to the diversity of critical thinking and computational thinking cultivation methods,and adding humanities and arts courses.