作者：经济合作与发展组织
页数：188
出版社：上海教育出版社
出版日期：2023
ISBN：9787572021794
电子书格式：pdf/epub/txt
内容简介
本报告是经济合作与发展组织2023年发布的 报告，比较了2016年和2021年人工智能和人类技能在数学和阅读方面的进展，显示了这些领域的人工智能是如何随着时间的推移而发展的，以及它们与人类的阅读和数学技能的对比。报告显示，自2016年来，人工智能在阅读能力方面取得了显著进步，但解决数学问题的能力并未以同样速度提高。专家预测，如在人工智能研究和开发方面增加投资，将导致其在未来几年在阅读和数学方面取得重大进展。 报告预测了2026年人工智能和人类技能在阅读和数学方面的发展。报告表明，人工智能在阅读和数学方面的表现可能超过大部分人口。这对就业和教育具有重要影响。报告还强调需要加强劳动力的基础技能，并使其做好准备，在关键领域与人工智能合作。 当前，AI的快速发展以及ChatGPT的横空出世，正是大家讨论的热点。哪些是AI可以做的，哪些是不可以做的，它们的发展趋势如何，教育如何应对，未来哪些职业将被取代，人们选择什么专业和职业方可不被AI取代，都是大家 关注的。在这种背景下，本书的引进与出版显得 及时、有意义、有价值。本书将放入“OECD教育研究与创新系列”中。
作者简介
经济合作与发展组织（OECD），是各国政府合作商讨应对经济、社会和环境全球化挑战的特别组织。OECD还是促进各国相互理解，帮助各国政府应对新局势、新问题的前线力量，例如企业管治、信息经济以及人口老龄化的挑战。OECD的出版物广泛传播该组织收集的统计数据，内容涉及经济、社会和环境问题的研究结果，以及其成员国达成一致的协议、指导方针和标准。
本书特色
随着人工智能不断演进，了解这项技术能做什么、不能做什么，变得愈发重要。OECD系统地测评了人工智能在掌握人类技能方面的能力，特别是掌握对人类就业和教育至关重要的技能方面的能力，可以帮助政策制定者和教育工作者更好地预测技术变革对劳动力的影响，使个体为应对未来的需求做好准备。在人工智能快速发展的今天，本书的出版无疑是及时雨。
1. OECD的教育研究与创新走在前列，其报告广为研究者关注；
2. AI和ChatGPT正热，本书主题正是AI和人类技能的比较，内容前沿，非常切合读者的需要。
3.人工智能的发展可能会影响到部分职业的发展和人类就业，这是大家都非常关注的热点和担忧的问题，本书解答了部分疑问，指明了教育的努力方向。
目录
方法论·············································································2
主要发现··········································································2
结论················································································4
第一章 搭建舞台：评估人工智能影响的方法 ································7
测量人工智能能力和影响的已有研究 ··································· 10
人工智能能力探索性测评的目标 ········································· 15
本报告的结构·································································· 18
参考文献········································································ 18
注释·············································································· 20
第二章 人类技能与人工智能能力的演变 ···································· 23
技能供给的变化······························································· 25
人工智能能力的最新发展 ·················································· 36
测量人工智能能力的重要性 ··············································· 46
参考文献········································································ 48
附录2.A 补充表格 ·························································· 52
注释·············································································· 62
第三章 基于“成人技能调查”的人工智能能力测评的方法论 ·········· 63
“成人技能调查”概述 ························································ 64
确定一组计算机科学家 ····················································· 70
收集专家判断·································································· 72
问卷开发········································································ 74
构建人工智能读写和计算能力表现的综合度量 ······················· 76
困难挑战和经验教训 ························································ 77
参考文献········································································ 79
第四章 专家对人工智能读写和计算能力的测评 ··························· 81
人工智能在读写领域的能力评估 ········································· 82
人工智能在计算领域的能力评估 ········································· 96
参考文献·······································································111
附录4.A 补充表格 ·························································112
第五章 2016—2021年人工智能读写和计算能力的变化 ················113
人工智能读写能力随时间推移的变化 ··································115
人工智能计算能力随时间推移的变化 ··································123
参考文献·······································································131
附录5.A 补充图表 ·························································131
注释·············································································135
第六章 人工智能能力的持续进步对就业和教育的影响 ·················137
测评结果概要·································································138
不断发展的人工智能读写和计算能力对政策的影响 ················145
测评人工智能的新方法 ····················································158
参考文献·······································································159
注释·············································································162
译后记 ················································································163
