نحو تعليم ابتدائي ذكي الذكاء الاصطناعي كمساعد بيداغوجي للأستاذ
DOI:
https://doi.org/10.70091/atras/AI.50Keywords:
ذكاء اصطناعي, تعليم ابتدائي, مساعد بيداغوجي, تصحيح آلي, تقييم أداءAbstract
تهدف هذه الدراسة إلى التعريف بإمكانات الذكاء الاصطناعي كمساعد بيداغوجي وكيفية المساهمة في تخفيف المهام المتعلقة بتقييم أداء التلاميذ لدى أساتذة التعليم الابتدائي في الجزائر، واعتمدت الدراسة على المنهج التجريبي لتبيان ذلك، حيث تم إجراء تجربة تطبيقية على عينة من قسم مكون من 13 تلميذاً في السنة الثالثة ابتدائي بمدرسة سعيدي الجموعي في ولاية أم البواقي، واستخدمت الدراسة أدوات الذكاء الاصطناعي المتمثلة في Claude Opus لتصحيح أوراق الفروض، وChatGPT Omni لتحليل وتقييم النتائج، وأظهرت النتائج المختلفة أن الذكاء الاصطناعي يمكنه تصحيح الأسئلة الموضوعية بدقة تصل إلى 100% عند استخدام الطريقة المناسبة، كما إنه قادر على توفير تحليلات مفصلة لأداء التلاميذ، ومع ذلك فقد واجهت الدراسة بعض التحديات التقنية، خاصة في القراءة المتعددة للملفات بصيغة pdf و word، وخلصت الدراسة في الأخير إلى أن الذكاء الاصطناعي يمكن أن يكون أداة فاعلة في تخفيف الأعباء البيداغوجية للأساتذة، مع ضرورة مراعاة حدوده التقنية الحالية والتي تتطلب مزيداً من البحث والتطوير في هذا المجال.
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