Junior High School Artificial Intelligence Literacy: Connotation, Evaluation and Promotion Strategy ()
ABSTRACT
In the junior middle school of compulsory education
in China, artificial intelligence courses are being rapidly promoted to help
students form artificial intelligence literacy. Then, how to define the
connotation of junior high school students’ artificial intelligence literacy,
build a literacy evaluation framework, and provide decision support for
students’ information literacy level improvement is an urgent topic to be
studied at present. Based on this, this study deeply analyzes the development
context and connotation of artificial intelligence literacy and information
literacy, and defines the connotation of literacy with emphasis on the
uniqueness and independence of artificial intelligence literacy. Based on this,
we design the evaluation framework of artificial intelligence literacy in
junior high schools, and evaluate the artificial intelligence literacy level of
junior high school students in Qingdao Artificial Intelligence Education
Experimental Zone, China. The evaluation results show that the overall level of
students’ artificial intelligence literacy is high, but the development in four
dimensions is uneven. There are significant differences in artificial
intelligence literacy among junior middle school students with different
gender, grade, class frequency, task cooperation frequency,
learning value and goal, and self-efficacy. Finally, according to the evaluation results, this study puts forward the
corresponding strategies to improve
the quality of artificial intelligence.
Share and Cite:
Wang, X. , Li, X. and Huang, J. (2023) Junior High School Artificial Intelligence Literacy: Connotation, Evaluation and Promotion Strategy.
Open Journal of Social Sciences,
11, 33-49. doi:
10.4236/jss.2023.115004.
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