上海星河湾双语学校

关于在教育教学中使用AI的规范

（试行版）

一、概述

人工智能（AI）作为当今科技发展的重要方向，正在深刻改变各行各业，也为教育教学提供了新的工具和可能性，AI在教育教学中的应用具有广泛的前景。

其中，“GenAI”，即生成式人工智能，是近年来迅速崛起并通过各类平台广泛获得公众访问权限的先进技术，此类平台基于用户输入的提示可自动生成内容。鉴于GenAI技术高度依赖于大规模数据和工作样本，其训练数据中可能潜藏偏见、错误信息、版权争议及其他潜在问题，因此，学生和教师在使用该技术时应具备批判性评估其输出的能力。

我们将鼓励学生和教师负责任地使用AI工具，并通过提供相关指导及制定适当的使用政策，确保这些工具的使用符合规范与伦理要求。

本规范由上海星河湾双语学校发布，并负责解释和指导实施。鉴于AI技术的新兴性和动态性，学校将持续更新和调整本文件，以有效应对新的挑战和需求。

 

二、AI在教育教学中的使用场景和相应的原则 

2.1 全流程AI辅助  

定义：在教学活动的各个环节中，AI技术深度参与内容生成、任务执行和结果输出。  

原则：

• 学校支持师生在合理范围内使用AI技术，提升教与学的效率和质量，同时确保透明性、可解释性和数据安全。  

• 学校有限支持AI技术在教学设计、内容生成和课堂互动中的应用，但强调师生需掌握主导权，避免过度依赖AI。  

• 学校强调不能在教学全流程中过度依赖AI技术，尤其是在可能削弱教师主导作用或影响教学目标达成的情况下使用。  

• 学校禁止完全依赖AI替代教师的核心职能，以及利用AI生成虚假、不当或误导性内容的行为。  

 

2.2 借鉴式使用  

定义：教师和学生在教和学的过程中参考AI生成的内容，但不完全依赖AI，而是将其作为辅助工具以提升效率或激发灵感。  

原则：

• 学校支持师生利用AI技术进行信息搜索、知识查询和创意启发，以拓宽视野和激发创新思维。  

• 学校有限支持借鉴AI生成的内容作为参考，但强调使用者需结合自身理解和创新，形成独立见解和成果。  

• 学校强调不能盲目照搬AI生成的内容，忽视批判性思考和个人创造力。  

• 学校禁止利用AI技术进行抄袭、剽窃等学术不端行为。  

 

2.3 矫正式使用  

定义：利用AI工具对教和学中的问题进行纠正和改进，例如通过AI分析学生的学习数据并提供个性化反馈。  

原则：

• 学校支持利用AI技术进行语法纠错和逻辑修正，以提高学习和创作的质量。  

• 学校有限支持使用AI工具辅助完善观点和优化表达，但强调使用者需结合自身判断和专业知识进行验证和完善。  

• 学校强调不能机械接受AI的建议，忽视独立思考和判断能力。  

• 学校禁止利用AI技术生成虚假、不当或误导性内容。  

 

2.4 探究式查询

定义：利用AI技术进行问题探究，包括主动提出问题、搜集信息、分析数据和形成结论的过程。

原则：

• 学校支持利用AI技术对有深度有价值的开放性问题进行探究，注重参与者的主动参与和深度思考。  

• 学校有限支持使用AI工具辅助探究式学习，但强调需在教师指导下明确探究目标和方法。  

• 学校强调不能无目的或低质量的AI查询，忽视探究的深度和学术价值。  

• 学校禁止利用AI技术进行虚假或不当的探究，误导他人或造成不良影响。  

 

三、教师使用规范

3.1 合理使用AI工具，提升教学效率

• 教师应积极利用AI技术丰富教学手段、提高工作效率。

• 在使用AI工具时，教师需避免过度依赖，确保对学生的学情有充分了解，保持对学生学习过程的关注和指导。

 

3.2 引导学生批判性思考，形成学科核心素养  

• 教师应及时关注AI技术的新趋势，反思并调整教学手段，将AI工具与学科核心素养的培养目标相结合。  

• 在教学中，教师应引导学生对AI生成内容进行批判性思考，培养学生发现问题、提出问题和解决问题的能力，避免学生盲目接受AI生成的结果。  

 

3.3 探索AI趋势下的教学新模式 

• 教师应积极探索AI技术在教学中的应用，创新师生互动和人机互动的模式。  

• 在AI辅助下，教师应注重提升师生交流的深度和广度，确保师生互动不减反增，同时强化教师在学生学习过程中的指导和激励作用。  

 

3.4 保障教学质量和学生权益  

• 教师应对AI生成的内容进行严格审核，确保其准确性、适宜性和教育价值，避免误导学生。  

• 教师应遵守数据隐私保护规定，确保学生个人信息的安全，不得滥用AI工具收集或分析学生数据。  

 

四、学生使用规范

4.1 明确AI工具的学习层次与使用规则  

• 辅助性学习：学生可将AI工具作为辅助工具，用于信息查询、知识梳理或任务优化，但需明确AI仅提供支持，不能替代独立思考和学习过程。  

• 理解性学习：学生可利用AI工具加强对知识的理解，例如通过AI生成的分析、示例或解释深化对学习内容的认识，但需结合自身思考进行验证和内化。  

• 主动性学习：学生可以主动探索AI工具在创新性学习中的应用，强调人工智能和人类智慧要高度结合，确保最终成果体现个人的思考和创造。

 

4.2 遵守学术诚信，禁止抄袭  

• 学生应严格遵守学术诚信原则，禁止直接复制AI生成的内容作为自己的作业或成果。  

• 使用AI工具生成的内容需经过理解和修改，体现个人的独立思考和学习成果。 

 

4.3 规范引用，注明出处 

• 学生使用AI工具生成的内容时，需明确区分AI生成部分与个人原创部分，并在作业或成果中完整注明AI工具的贡献。  

• 引用他人或AI生成的内容时，需按照学术规范标注来源，避免学术不端行为。 

 

4.4 注重数据安全与隐私保护  

• 学生使用AI工具时，需遵守学校的数据安全和隐私保护规定，避免泄露敏感信息。  

• 学生应了解AI工具的工作原理和数据使用方式，避免因不当使用导致隐私泄露或数据滥用。

  

4.5 批判性思维与责任

• 培养批判性思维：学生应对AI生成的内容保持批判性思维，结合自身的判断进行使用。

• 承担使用责任：学生应对自己使用AI工具的行为负责，确保其使用符合学校的学术和道德规范。

 

上海星河湾双语学校

2025年3月18日

 

SSBS Guidelines for the Use of

AI in Education and Teaching

 (Trial Version)

I. Overview

Artificial Intelligence (AI), as a significant direction in today's technological development, is profoundly transforming various industries and providing new tools and possibilities for education and teaching. The application of AI in education and teaching has broad prospects.

Among these, "GenAI", or Generative Artificial Intelligence, is an advanced technology that has rapidly risen in recent years and gained widespread public access through various platforms. These platforms can automatically generate content based on user-input prompts. Given that GenAI technology highly relies on large-scale data and work samples, its training data may harbor biases, misinformation, copyright disputes, and other potential issues. Therefore, students and teachers should possess the ability to critically evaluate its outputs when using this technology.

We will encourage students and teachers to use AI tools responsibly and ensure that the use of these tools complies with norms and ethical requirements by providing relevant guidance and formulating appropriate usage policies.

This guidelines is issued by Shanghai Starriver Bilingual School and is responsible for its interpretation and guidance on implementation. Given the emerging and dynamic nature of AI technology, the school will continuously update and adjust this document to effectively address new challenges and needs.

 

II. Scenarios and Corresponding Principles for the Use of AI in Education and Teaching

2.1 Full-process AI Assistance

Definition: AI technology deeply participates in content generation, task execution, and result output in all aspects of teaching activities.

Principles:

• The school supports teachers and students in using AI technology within a reasonable scope to enhance the efficiency and quality of teaching and learning, while ensuring transparency, explainability, and data security.

• The school conditionally supports the application of AI technology in teaching design, content generation, and classroom interaction, but emphasizes that teachers and students must maintain control and avoid over-reliance on AI.

• The school emphasizes that over-reliance on AI technology should be avoided in the full teaching process, especially in situations that may weaken the leading role of teachers or affect the achievement of teaching objectives.

• The school prohibits the complete reliance on AI to replace the core functions of teachers and the use of AI to generate false, inappropriate, or misleading content.

 

2.2 Referential Use

Definition: Teachers and students refer to AI-generated content in the process of teaching and learning, but do not rely entirely on AI, instead using it as an auxiliary tool to improve efficiency or inspire ideas.

Principles:

• The school supports teachers and students in using AI technology for information search, knowledge inquiry, and creative inspiration to broaden horizons and stimulate innovative thinking.

• The school conditionally supports the use of AI-generated content as a reference, but emphasizes that users need to combine their own understanding and innovation to form independent views and results.

• The school emphasizes that blind copying of AI-generated content should be avoided, neglecting critical thinking and personal creativity.

• The school prohibits the use of AI technology for academic misconduct such as plagiarism.

 

2.3 Corrective Use

Definition: Using AI tools to correct and improve issues in teaching and learning, such as analyzing student learning data through AI and providing personalized feedback.

Principles:

• The school supports the use of AI technology for grammar correction and logical revision to improve the quality of learning and creation.

• The school conditionally supports the use of AI tools to assist in perfecting viewpoints and optimizing expression, but emphasizes that users need to combine their own judgment and professional knowledge for verification and improvement.

• The school emphasizes that mechanical acceptance of AI suggestions should be avoided, neglecting independent thinking and judgment.

• The school prohibits the use of AI technology to generate false, inappropriate, or misleading content.

 

2.4 Exploratory Inquiry

Definition: Using AI technology for problem exploration, including the process of actively raising questions, collecting information, analyzing data, and forming conclusions.

Principles:

• The school supports the use of AI technology to explore deep and valuable open-ended questions, emphasizing the active participation and deep thinking of participants.

• The school conditionally supports the use of AI tools to assist exploratory learning, but emphasizes the need to clarify exploration goals and methods under the guidance of teachers.

• The school emphasizes that aimless or low-quality AI inquiries should be avoided, neglecting the depth and academic value of exploration.

• The school prohibits the use of AI technology for false or inappropriate exploration, misleading others or causing adverse effects.

 

III. Teacher Usage Guidelines

3.1 Reasonable Use of AI Tools to Enhance Teaching Efficiency

• Teachers should actively use AI technology to enrich teaching methods and improve work efficiency.

• When using AI tools, teachers need to avoid over-reliance, ensure a full understanding of students' learning situations, and maintain attention and guidance on students' learning processes.

 

3.2 Guiding Students in Critical Thinking and Forming Core Disciplinary Literacy

• Teachers should promptly pay attention to new trends in AI technology, reflect and adjust teaching methods, and combine AI tools with the cultivation goals of core disciplinary literacy.

• In teaching, teachers should guide students to critically think about AI-generated content, cultivate students' ability to discover, raise, and solve problems, and avoid students blindly accepting AI-generated results.

 

3.3 Exploring New Teaching Models under AI Trends

• Teachers should actively explore the application of AI technology in teaching and innovate models of teacher-student and human-computer interaction.

• With AI assistance, teachers should focus on enhancing the depth and breadth of teacher-student communication, ensuring that teacher-student interaction increases rather than decreases, while strengthening the guiding and motivating role of teachers in students' learning processes.

 

3.4 Ensuring Teaching Quality and Student Rights

• Teachers should strictly review AI-generated content to ensure its accuracy, appropriateness, and educational value, avoiding misleading students.

• Teachers should comply with data privacy protection regulations, ensure the security of students' personal information, and must not misuse AI tools to collect or analyze student data.

 

IV. Student Usage Guidelines

4.1 Clarifying the Learning Levels and Usage Rules of AI Tools

• Auxiliary Learning: Students can use AI tools as auxiliary tools for information inquiry, knowledge organization, or task optimization, but need to clarify that AI only provides support and cannot replace independent thinking and the learning process.

• Comprehensive Learning: Students can use AI tools to strengthen their understanding of knowledge, such as deepening their understanding of learning content through AI-generated analysis, examples, or explanations, but need to combine their own thinking for verification and internalization.

• Active Learning: Students can actively explore the application of AI tools in innovative learning, emphasizing the high integration of artificial intelligence and human wisdom to ensure that the final results reflect personal thinking and creation.

 

4.2 Adhering to Academic Integrity and Prohibiting Plagiarism

• Students should strictly adhere to the principles of academic integrity and are prohibited from directly copying AI-generated content as their own assignments or achievements.

• Content generated using AI tools needs to be understood and modified to reflect personal independent thinking and learning outcomes.

 

4.3 Standardizing Citations and Indicating Sources

• When using content generated by AI tools, students need to clearly distinguish between AI-generated parts and personally original parts, and fully indicate the contribution of AI tools in assignments or achievements.

• When citing content generated by others or AI, sources must be indicated according to academic norms to avoid academic misconduct.

 

4.4 Emphasizing Data Security and Privacy Protection

• When using AI tools, students need to comply with the school's data security and privacy protection regulations to avoid leaking sensitive information.

• Students should understand the working principles and data usage methods of AI tools to avoid privacy leaks or data misuse due to improper use.

 

4.5 Critical Thinking and Responsibility

• Cultivating Critical Thinking: Students should maintain critical thinking about AI-generated content and use it in combination with their own judgment.

• Taking Responsibility for Use: Students should take responsibility for their use of AI tools, ensuring that their use complies with the school's academic and ethical norms.

 

Shanghai Starriver Bilingual School

2025.3.18

上海星河湾双语学校关于在教育教学中使用AI的规范20250318