How to Use ChatGPT to Support Teachers: The Good, the Bad, and the Ugly
ChatGPT如何为教师所用：利弊及不足
ChatGPT 3.5 – an artificial-intelligence (AI) chatbot – has been around since November 2022. To say it has the potential to revolutionize education systems is an understatement. Currently, it’s unclear exactly how the chatbot will affect the sector, but it’s clear it is both a threat and a gamechanger. There are the skeptics, who have tried to ban ChatGPT in schools, and the advocates, who think it is the “silver bullet” solution to a host of education challenges around the world.
ChatGPT 3.5是一种人工智能（AI）聊天机器人，从去年11 月就已上线。说它有可能使教育体系发生革命性剧变是过于轻描淡写了。目前还不清楚聊天机器人到底会给教育行业带来什么影响，但显而易见它既是一种威胁，也改变了游戏规则。有持怀疑态度的人试图在学校禁用ChatGPT，也有积极倡导的人认为这是解决世界各地面临的诸多教育挑战的妙招良方。
To the skeptics’ point that the chatbot is detrimental to the learning process, it's fair to say it has and will continue to disrupt the most traditional learning tools teachers have used for decades (e.g., writing and revising essays). What follows is an uncomfortable question: With a shortage of 69 million primary and secondary teachers around the world, could ChatGPT supplement teachers, or even replace them?
持怀疑态度的人认为聊天机器人对学习过程有害，可以公平地说，它已经干扰了并将继续干扰教师几十年来都在使用的最传统的教学工具（例如，撰写和修改论文）。接下来是一个令人不安的问题：目前全球中小学教师短缺6900万人，ChatGPT能否作为教师的补充甚至取代教师呢？
The launch of ChatGPT has demonstrated the potential for the technology to enhance, and in some cases replace, some of the activities and tasks done within jobs by humans. Will teachers – considered a major determinant for student learning, wellbeing, and long-term success – be an exception? Could the chatbot independently complete tasks currently done by teachers? If so, what are the associated risks? How can teachers use ChatGPT to enhance their practice and/or improve the efficiency of certain tasks?
ChatGPT的推出证明该技术具有加强并在某些情况下取代人类工作中的某些活动和任务的潜力。教师被认为是学生学习、福祉和人生成功的主要决定因素，他们会是一个例外吗？聊天机器人能否独立完成目前由教师完成的任务？如果是这样，会带来哪些风险？教师如何利用ChatGPT来加强他们的教学实践和（或）提高某些任务的效率？
The opportunity: using ChatGPT as a tool
把握机会：使用ChatGPT作为辅助工具
Here are some examples of how policymakers could encourage teachers to use ChatGPT.
以下是政策制定者可以如何鼓励教师使用ChatGPT的一些例子。
Enhance lessons. A major challenge for teachers in low- and middle-income countries (LMICs) is transforming a dense curriculum into an engaging lesson. Teachers can use ChatGPT to translate learning objectives into engaging lesson plans, get ideas for preparing classes, or draft new assignments or assessments. ChatGPT can help with lesson preparation and proficiency, but not delivery. As such, teachers will need pedagogical proficiency to teach the lesson with high quality.
提升课程效果。低收入和中等收入国家的教师面临的一项主要挑战是将密集的课程转化为有吸引力的教学。教师可以使用ChatGPT将学习目标转化为有吸引力的课程计划，获得课程准备的创意思路，生成新的作业或评估。ChatGPT可以帮助课程准备和提升备课能力，但不能取代授课。因此，教师需要熟练的教学能力才能高质量地教授课程。
Create assessment questions. Teachers could use ChatGPT to improve assessment questions and generate multiple-choice items. They could also use it as an input to encourage higher-order thinking skills by providing prompts for the essay questions and practical tasks. Teachers can use different types of assessment that could help students to develop critical thinking, problem-solving, and collaborative skills.
创建评估问题。教师可以利用ChatGPT来改进评估问题和生成多项选择题，还可以通过为论文问题和实际任务提供提示词，将其作为鼓励高阶思维技能的投入。教师可以使用不同类型的评估方法来帮助学生培养批判性思维、解决问题和协作能力。
Support with language barriers. Although it would be ideal for countries to ensure teachers instruct in their native language, the reality is that some systems – despite evidence to the contrary – are moving away from teaching in the local language and shifting toward a second language (i.e., English). In these contexts, teachers also do not know English and have difficulty teaching in a language they don’t understand. Here, the chatbot could serve as a tool for improving the teachers’ language proficiency, helping them to instruct more effectively in their native language or in a foreign language. For example, Duolingo and GPT claim to offer affordable and accessible highly personalized language lessons.
支持克服语言障碍。尽管理想的情况是各国都保障教师用母语授课，但现实情况是（尽管有相反的证据）一些教育体系正在从母语教学转向第二语言（即英语）教学。在这些情况下，教师也不懂英语，很难用他们不懂的语言教学。对此，聊天机器人可以作为提高教师语言能力的工具，帮助他们更有效地用母语或外语教学。例如，Duolingo（多邻国）和GPT声称提供便宜可用的高度个性化语言课程。
Provide additional support to students. Teachers could use ChatGPT to cultivate student curiosity and create ideas for their homework assignments. AI tools are particularly useful when they identify the source information used in the chats. The risk is that instead of asking for help, the students ask the chat to complete the homework on their behalf. In addition to teaching about integrity, teachers can address this risk by discussing the limitations of these tools (see Privacy Risks, Bias, or Hallucination). Finally, teachers should direct their attention towards questions that cannot be answered by ChatGPT. Namely, questions that require specific knowledge that is outside of the chatbot’s training data, such as, human emotions or subjective perspectives.
为学生提供额外支持。教师可以使用ChatGPT培养学生的好奇心，为布置学生家庭作业构思创意。AI工具对于识别聊天中使用的源信息特别有用。存在的风险是学生不是寻求帮助，而是要求聊天软件代替他们完成家庭作业。除了加强诚信教育外，教师还可以通过讨论这些工具的局限性来解决这种风险（参见隐私风险、偏见或幻觉）。最后，教师应将注意力集中在ChatGPT回答不了的问题上，即需要聊天机器人训练数据之外的特定知识来回答的问题，例如人类情感或主观视角方面的问题。
Grading assessments and papers. ChatGPT can be used to automatically grade multiple-choice/one-answer tests; it can also help teachers with standards-based grading. It could create a robust dataset for teachers to analyze and better differentiate student learning levels. This has potential unintended consequences for low accuracy, poor grading or false positive proctoring (mistakenly red flagging students for cheating). When considering systems for proctoring or grading, it is critical to take measures to secure fairness, accountability, confidentiality, and transparency of their algorithms whenever needed.
给评估和论文评分。ChatGPT可用于自动对多项选择题/单项选择题测试进行评分，还可以帮助教师进行基于标准的评分，可以为教师创建一个强大的数据集，用于分析和更好地区分学生的学习水平。这样做有可能会产生非预期的后果，包括准确性低、评分不佳或监考误报（误认为学生作弊）。在考虑监考或评分系统时，在必要时采取措施确保其算法的公平性、责任性、保密性和透明度至关重要。
Tutor students. Teachers can use ChatGPT to provide online tutoring services to students. This could give students an adaptive learning assistant “for free” by adjusting to the learning needs of the students, especially in contexts where teachers are responsible for many students and don’t have the bandwidth to tailor their instruction to each student's needs. According to Khan Academy, GPT could guide students as they progress through courses. This is still an early technology, and it's important to gather more evidence and require proactive supervision at scale. Non-supervised tutoring runs the risk of unintentionally harming students, as ChatGPT can not only “make stuff up” but can also lead to disturbing conversations.
辅导学生。教师可以使用ChatGPT为学生提供在线辅导服务。可以通过根据学生的学习需求 “免费”为学生提供自适应学习助手，尤其是在教师同时负责多名学生而且没有足够精力根据每个学生的需求定制教学方案的情况下。根据可汗学院的研究，GPT 可以指导学生完成课程。这仍然是一项早期技术，收集更多证据很重要，并且需要大规模的主动监督。无监督的辅导存在无意中伤害学生的风险，因为ChatGPT不仅可以“编造内容”，还可能导致令人不安的对话。
The bottom line: 5 takeaways for policymakers
坚守底线：政策制定者的五个要点
The education sector needs to prepare students for a changing landscape. It is unlikely that banning ChatGPT will be a productive solution as this technology is becoming increasingly prevalent. Similarly, prohibiting students from using the Internet is impractical, as it is an integral part of our daily lives. The focus for policymakers should be on utilizing ChatGPT in the most effective way possible.
教育部门需要让学生做好准备应对不断变化的大环境。由于技术日益普及，禁用ChatGPT不太可能成为一个有效的解决方案。同样，禁止学生使用互联网也是不切实际的，因为它是我们日常生活中不可或缺的一部分。政策制定者的重点应该是以最有效的方式利用ChatGPT。
ChatGPT could present an opportunity in LMICs, though policymakers will need to ensure all users have access to critical infrastructure and advanced digital skills. At a minimum, policymakers should adhere to these ground rules if they plan to incorporate ChatGPT in their education system.
ChatGPT可能会为中低收入国家提供机会，但政策制定者需要确保所有用户都能获得关键基础设施和先进的数字技能。如果政策制定者计划将ChatGPT纳入其教育系统，至少应遵守下述基本规则。
Collect information: Policymakers should first understand if and how teachers and students are currently using ChatGPT before deciding on any policy that would impact its use. Teachers should also be a part of the decision-making process to determine how ChatGPT will be utilized;
收集信息：政策制定者应首先了解教师和学生目前是否使用和如何使用ChatGPT，然后再决定任何会影响其使用的政策。教师也应当参与决定如何使用ChatGPT的决策过程；
Revisit digital skills: At a minimum, policymakers must ensure all users develop some level of “algorithmic awareness” to understand the challenges of misinformation and other ethical ramifications. For instance, teachers will need explicit training on how to understand and use this technology;
重新审视数字技能：政策制定者至少必须确保所有用户都具备一定程度的“算法意识”，从而了解错误信息和其他道德后果的挑战。例如，教师需要接受关于理解和使用该技术的明确培训；
Raise awareness: Relatedly, as part of these trainings, policymakers should disseminate information to all users on the limitations of this technology, including inherent biases, underrepresented countries, and languages, etc., emphasizing the lack of evidence available as to its usefulness for learning;
提高认识：与此相关，作为培训的一项内容，政策制定者应当向所有用户传播关于该技术局限性的信息，包括固有偏见、国家代表性不足以及语言等问题，强调缺少该技术对学习的影响的有关证据；
Hold technology providers accountable: This technology is quickly changing, and it will be difficult to regulate. Even so, policymakers should hold the providers of this technology accountable and promptly assess how to prevent the misuse of it. Regulation is key, as ChatGPT currently has unknown implications on the teaching and learning process and could thus be both advantageous and/or detrimental to learning;
要求技术提供者承担责任：这项技术正在迅速变化，监管存在难度。即便如此，政策制定者仍应当要求技术提供者承担责任，及时评估如何防止对技术的滥用。监管是关键，因为ChatGPT目前对教学和学习过程的影响存在未知数，因此可能有利于学习，也可能有害于学习；
Ensure teachers continue to supervise students: Last, and arguably most importantly, when using ChatGPT, particularly when it involves children, teachers need to be actively engaged in the teaching and learning process to ensure students use the technology responsibly and safely.
确保教师继续监督学生：最后也可以说是最重要的一点是，在使用ChatGPT时，尤其是涉及到儿童时，教师需要积极参与教学和学习过程，以确保学生负责任和安全地使用该技术。
Keeping in mind the current and potential future shortages of teachers, it is likely that more than one policymaker will be tempted to replace teachers or tutors with this technology. Like preexisting technology, these chatbots have the potential to be used as a tool to support teachers but policymakers should proceed with caution. To better understand how this technology could be used to improve teaching and, ultimately, student learning, there needs to be an improved evidence base.
考虑到目前和未来潜在的教师短缺，很可能不止一位政策制定者想要用这种技术来取代教师或辅导员。与先前已存在的技术一样，聊天机器人有可能被用作教师的辅助工具，但政策制定者应谨慎行事。要想更好地理解如何使用这项技术来改进教学并最终提升学生的学习效果，需要有一个完善的证据基础。
