数字时代的批判性思维导航:信息探索

Samia Moustaghfir, Hind Brigui
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摘要

在以技术无处不在的影响为特征的数字时代,批判性思维(CT)与人工智能(AI)的交叉已成为一个至关重要的话题。这篇内容丰富的文章深入探讨了这两个领域之间不断发展的关系,探究了人工智能工具是否有可能提高或阻碍学生的批判性思维能力。在我们探索批判性思维和技术的复杂领域时,引人注目的问题浮出水面。首先,人工智能与数字平台的结合如何影响学习者获得基本的批判性思维技能?再深入探究,人工智能驱动的工具能否在剖析复杂信息时提供有价值的支持,同时保留批判性思维固有的深度和细微差别?此外,研究还探讨了当个人严重依赖人工智能编辑的信息时会出现的挑战,以及对批判性分析质量的潜在影响。在解决教育与技术的共生问题时,教育工作者发现自己正处于十字路口。本文探讨了教育工作者如何调整自己的策略,在技术丰富的学习环境中培养强大的批判性思维能力。其中一个关键方面是让学生有能力质疑、验证和批判性地审视人工智能生成的信息,培养他们在智力追求中的辨别力和独立性。除了教学领域,讨论还延伸到了伦理方面的考虑。技术在塑造认知过程中的中心地位带来了值得审视的伦理困境。这项探索旨在揭示当技术成为我们认知环境的关键影响因素时,这些伦理考虑因素的复杂性,强调伦理意识在将人工智能融入教育框架中的重要性。最终,这项研究对于塑造教育实践、培养社会面对信息丰富的应变能力以及促进数字工具整合过程中的伦理考量都具有重要意义。它有助于全面理解数字时代的批判性思维,最终使个人能够以敏锐的洞察力和道德责任感驾驭知识领域。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Navigating Critical Thinking in the Digital Era: An Informative Exploration
In the digital era characterized by the pervasive influence of technology, the intersection of critical thinking (CT) and artificial intelligence (AI) has become a topic of paramount importance. This informative article delves into the evolving relationship between these two realms, probing whether AI tools have the potential to either enhance or hinder students' critical thinking capacities. As we navigate the intricate terrain of critical thinking and technology, compelling questions surface. First, how does the amalgamation of AI and digital platforms influence the acquisition of essential critical thinking skills among learners? Delving deeper, the inquiry extends to whether AI-driven tools can offer valuable support in dissecting complex information while preserving the depth and nuance intrinsic to critical thinking. Furthermore, the examination probes into the challenges that emerge when individuals heavily rely on AI-curated information and the potential repercussions on the quality of critical analysis. In addressing the symbiosis of education and technology, educators find themselves at a crossroads. This article contemplates how educators can adapt their strategies to nurture robust critical thinking skills within technology-rich learning environments. A pivotal aspect of this involves empowering students to question, validate, and critically scrutinize information generated by AI, fostering a sense of discernment and independence in their intellectual pursuits. Beyond the pedagogical realm, the discourse extends to ethical considerations. The centrality of technology in shaping cognitive processes brings forth ethical dilemmas that warrant examination. This exploration aims to unravel the intricacies of these ethical considerations when technology becomes a pivotal influencer of our cognitive landscape, emphasizing the importance of ethical awareness in the integration of AI into educational frameworks. Ultimately, this study holds significance in shaping educational practices, fostering societal resilience in the face of information abundance, and promoting ethical considerations in the integration of digital tools. It contributes to a comprehensive understanding of critical thinking in the digital era, ultimately empowering individuals to navigate the intellectual landscape with acumen and ethical responsibility.
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