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　　上(shang)海市虹(hong)口區(qu)深入學習(xi)貫徹習(xi)近(jin)平總(zong)書記(ji)關于教(jiao)育(yu)(yu)的重要(yao)論述和關于數字(zi)(zi)中國建設重要(yao)指示精(jing)神(shen)，落實國家(jia)教(jiao)育(yu)(yu)數字(zi)(zi)化(hua)戰略行(xing)動(dong)，把教(jiao)育(yu)(yu)數字(zi)(zi)化(hua)轉型作為支撐教(jiao)育(yu)(yu)改革發展(zhan)的先導性(xing)、基(ji)礎性(xing)、戰略性(xing)舉措，以創(chuang)新(xin)管理機制、課(ke)程體系、教(jiao)師培養為著力點，大力推進人工(gong)智能教(jiao)育(yu)(yu)試驗區(qu)建設，全方位、深層次推動(dong)人工(gong)智能與基(ji)礎教(jiao)育(yu)(yu)深度融(rong)合，以教(jiao)育(yu)(yu)數字(zi)(zi)化(hua)促進教(jiao)育(yu)(yu)現代(dai)化(hua)，塑(su)造(zao)基(ji)礎教(jiao)育(yu)(yu)高(gao)質(zhi)量發展(zhan)新(xin)動(dong)能。

　　加強統籌規劃，凝聚工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)聚合力(li)(li)。一(yi)是強化(hua)(hua)系統設(she)計。制定虹口區(qu)人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)育(yu)建(jian)(jian)設(she)三(san)年行動規劃，構(gou)(gou)建(jian)(jian)完善(shan)人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)區(qu)域(yu)(yu)(yu)課程體(ti)系建(jian)(jian)設(she)、人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)賦(fu)能(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)師專業(ye)(ye)發展以及人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)應(ying)用場景創新(xin)探索三(san)大(da)核心(xin)重(zhong)點(dian)工(gong)(gong)(gong)(gong)(gong)(gong)程，充分發揮(hui)人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)在(zai)教(jiao)(jiao)育(yu)創新(xin)中(zhong)的(de)驅(qu)動作(zuo)用，扎(zha)實推(tui)動人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)大(da)模型與教(jiao)(jiao)育(yu)過程深度(du)融合。發布《虹口區(qu)學(xue)校(xiao)生(sheng)成式人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)應(ying)用暫行管理辦(ban)法(fa)(fa)》，從“發展與應(ying)用”“治理與規范”“監督與評(ping)估”“安全(quan)與保(bao)障”四個維度(du)和“區(qu)域(yu)(yu)(yu)—學(xue)校(xiao)—班級(ji)(ji)”三(san)個層級(ji)(ji)明確智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)應(ying)用標準，為(wei)人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)育(yu)發展筑牢制度(du)防線。二是組(zu)建(jian)(jian)專家(jia)(jia)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)庫(ku)(ku)。聘請中(zhong)國教(jiao)(jiao)育(yu)科(ke)學(xue)研(yan)究院、上海市教(jiao)(jiao)育(yu)學(xue)會、上海開(kai)(kai)放大(da)學(xue)、上海科(ke)技(ji)館相關專家(jia)(jia)擔任(ren)戰(zhan)略顧問(wen)，組(zu)建(jian)(jian)由中(zhong)國科(ke)學(xue)院、上海人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)研(yan)究院、復旦大(da)學(xue)等單位專家(jia)(jia)組(zu)成的(de)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)庫(ku)(ku)，將人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)領(ling)(ling)域(yu)(yu)(yu)的(de)前沿(yan)理念、最新(xin)技(ji)術(shu)引(yin)入教(jiao)(jiao)育(yu)數字化(hua)(hua)實踐，為(wei)人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)賦(fu)能(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)育(yu)改革政策(ce)供給、重(zhong)點(dian)項目推(tui)進(jin)提(ti)供智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)力(li)(li)支撐。三(san)是深挖育(yu)人(ren)(ren)資(zi)(zi)源。遴選18家(jia)(jia)在(zai)教(jiao)(jiao)育(yu)科(ke)技(ji)資(zi)(zi)源課程、算(suan)法(fa)(fa)算(suan)力(li)(li)、機器人(ren)(ren)技(ji)術(shu)、語(yu)音識(shi)別與智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)測評(ping)等人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)領(ling)(ling)域(yu)(yu)(yu)的(de)領(ling)(ling)軍(jun)企(qi)業(ye)(ye)擔任(ren)共(gong)創伙伴，構(gou)(gou)建(jian)(jian)人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)育(yu)發展聯盟，形(xing)成育(yu)人(ren)(ren)合力(li)(li)。充分發揮(hui)聯盟企(qi)業(ye)(ye)資(zi)(zi)源優勢，借助人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)最新(xin)前沿(yan)成果(guo)，與大(da)模型企(qi)業(ye)(ye)共(gong)研(yan)共(gong)建(jian)(jian)區(qu)域(yu)(yu)(yu)教(jiao)(jiao)育(yu)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)體(ti)管理平臺，開(kai)(kai)發具有虹口教(jiao)(jiao)育(yu)特征的(de)專業(ye)(ye)版(ban)教(jiao)(jiao)育(yu)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)體(ti)，全(quan)域(yu)(yu)(yu)推(tui)進(jin)生(sheng)成式人(ren)(ren)工(gong)(gong)(gong)(gong)(gong)(gong)智(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)賦(fu)能(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)育(yu)教(jiao)(jiao)學(xue)，助力(li)(li)學(xue)生(sheng)緊跟時代步(bu)伐(fa)、不斷開(kai)(kai)拓視野。

　　完善課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)體(ti)系(xi)(xi)，培(pei)育(yu)(yu)(yu)創(chuang)新引(yin)領(ling)力(li)。一是以(yi)基礎課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)開展(zhan)AI教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)。在市(shi)級(ji)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)基礎上，細化(hua)區級(ji)實(shi)施方案，協同華東師范大學(xue)(xue)(xue)(xue)(xue)開發(fa)30課(ke)時中(zhong)小學(xue)(xue)(xue)(xue)(xue)人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)(neng)(neng)(neng)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)，為師生(sheng)(sheng)(sheng)提(ti)供更(geng)系(xi)(xi)統、更(geng)專業(ye)(ye)的學(xue)(xue)(xue)(xue)(xue)習內(nei)容(rong)(rong)(rong)。在高中(zhong)物理、化(hua)學(xue)(xue)(xue)(xue)(xue)、地理等科(ke)目中(zhong)開展(zhan)AI支(zhi)(zhi)持(chi)下的專題(ti)學(xue)(xue)(xue)(xue)(xue)習，切(qie)實(shi)提(ti)高學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)運用AI算法與工(gong)具(ju)解決問題(ti)的能(neng)(neng)(neng)(neng)力(li)。二是以(yi)特(te)色課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)激發(fa)多元潛能(neng)(neng)(neng)(neng)。鼓(gu)勵學(xue)(xue)(xue)(xue)(xue)校有機整合(he)人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)(neng)(neng)(neng)教(jiao)(jiao)育(yu)(yu)(yu)試驗區和科(ke)學(xue)(xue)(xue)(xue)(xue)教(jiao)(jiao)育(yu)(yu)(yu)實(shi)驗區兩(liang)大建設任務(wu)，以(yi)“人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)(neng)(neng)(neng)教(jiao)(jiao)育(yu)(yu)(yu)實(shi)驗校”“科(ke)技(ji)(ji)特(te)色校”為核心(xin)，研發(fa)形式多樣(yang)、內(nei)容(rong)(rong)(rong)豐富的人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)(neng)(neng)(neng)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)群，滿(man)足不同年齡(ling)段學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的學(xue)(xue)(xue)(xue)(xue)習需(xu)求(qiu)。支(zhi)(zhi)持(chi)上海南湖職業(ye)(ye)技(ji)(ji)術學(xue)(xue)(xue)(xue)(xue)院做強(qiang)人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)(neng)(neng)(neng)數據標注、人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)(neng)(neng)(neng)模型運用兩(liang)大專項(xiang)職業(ye)(ye)能(neng)(neng)(neng)(neng)力(li)認(ren)(ren)證體(ti)系(xi)(xi)，向區內(nei)中(zhong)小學(xue)(xue)(xue)(xue)(xue)提(ti)供AI職業(ye)(ye)體(ti)驗課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)，拓寬學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)職業(ye)(ye)認(ren)(ren)知(zhi)視(shi)野，激發(fa)多元潛能(neng)(neng)(neng)(neng)。三是以(yi)卓越(yue)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)培(pei)育(yu)(yu)(yu)拔尖(jian)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)。依托“青少(shao)年科(ke)學(xue)(xue)(xue)(xue)(xue)院虹口分院”，攜手高校、高科(ke)技(ji)(ji)企業(ye)(ye)共同探(tan)索“人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)(neng)(neng)(neng)+工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)+項(xiang)目”的卓越(yue)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)，結合(he)前(qian)沿技(ji)(ji)術與教(jiao)(jiao)育(yu)(yu)(yu)需(xu)求(qiu)，精(jing)心(xin)設計課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)內(nei)容(rong)(rong)(rong)，為學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)提(ti)供前(qian)沿、實(shi)用的知(zhi)識與技(ji)(ji)能(neng)(neng)(neng)(neng)培(pei)養(yang)。打造學(xue)(xue)(xue)(xue)(xue)段貫通、賽事(shi)聯動的培(pei)養(yang)體(ti)系(xi)(xi)，實(shi)施“100個未來科(ke)學(xue)(xue)(xue)(xue)(xue)家(jia)”培(pei)育(yu)(yu)(yu)項(xiang)目，為優(you)秀拔尖(jian)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)提(ti)供個性化(hua)培(pei)養(yang)路徑，挖(wa)掘(jue)和培(pei)養(yang)具(ju)有潛質的學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)。

　　加強(qiang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)培養，提(ti)升育(yu)人支撐力。一(yi)是(shi)(shi)搭建(jian)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)應用(yong)新架構。基于“數(shu)(shu)智(zhi)(zhi)(zhi)虹(hong)(hong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”云平(ping)臺，引入(ru)虹(hong)(hong)口教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體導(dao)航(hang)系(xi)統，提(ti)供一(yi)站式(shi)“安全、可信”的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體應用(yong)集群(qun)，支持(chi)利用(yong)低代碼(ma)快速(su)創建(jian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體，將(jiang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)經(jing)驗(yan)(yan)轉(zhuan)化(hua)(hua)為知識(shi)庫(ku)并持(chi)續積(ji)累(lei)，提(ti)供更智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)、個性(xing)(xing)(xing)化(hua)(hua)的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)支撐。組建(jian)具(ju)備評估、研發、培訓(xun)三大能(neng)(neng)(neng)(neng)(neng)(neng)力的(de)(de)“AI專(zhuan)員(yuan)”隊(dui)伍，對教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體應用(yong)風(feng)險性(xing)(xing)(xing)、專(zhuan)業(ye)性(xing)(xing)(xing)與有效(xiao)(xiao)性(xing)(xing)(xing)開展評估，助力提(ti)升教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體應用(yong)實(shi)訓(xun)成(cheng)效(xiao)(xiao)。二是(shi)(shi)構建(jian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)快速(su)成(cheng)長新路徑。建(jian)設“職初教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)化(hua)(hua)實(shi)訓(xun)基地”，上線(xian)(xian)多(duo)樣(yang)性(xing)(xing)(xing)模擬(ni)實(shi)訓(xun)課(ke)堂，為新入(ru)職教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)提(ti)供不同知識(shi)基礎、認(ren)知水平(ping)、學(xue)習風(feng)格(ge)、性(xing)(xing)(xing)格(ge)特征(zheng)的(de)(de)“虛擬(ni)學(xue)生群(qun)體”，創設與虛擬(ni)學(xue)生互動的(de)(de)仿真體驗(yan)(yan)環境，讓(rang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)在“虛實(shi)結合”的(de)(de)實(shi)踐(jian)中(zhong)積(ji)累(lei)更多(duo)課(ke)堂教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)、班(ban)級管理(li)以及融合教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)的(de)(de)經(jing)驗(yan)(yan)，提(ti)升職初教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)在融合教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)領域的(de)(de)專(zhuan)業(ye)能(neng)(neng)(neng)(neng)(neng)(neng)力，促進教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)快速(su)成(cheng)長。三是(shi)(shi)創新優(you)質資源共享新舉措。以智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體為“窗口”，在虹(hong)(hong)口教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體導(dao)航(hang)系(xi)統中(zhong)構建(jian)“虹(hong)(hong)口名(ming)(ming)師(shi)(shi)(shi)智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體群(qun)”，通過向智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體“投喂(wei)”區內名(ming)(ming)師(shi)(shi)(shi)的(de)(de)著作(zuo)、論文等，逐(zhu)步(bu)打(da)造“名(ming)(ming)師(shi)(shi)(shi)數(shu)(shu)字(zi)分(fen)(fen)身”，實(shi)現名(ming)(ming)師(shi)(shi)(shi)24小時在線(xian)(xian)服務模態。積(ji)極探(tan)索基于名(ming)(ming)師(shi)(shi)(shi)數(shu)(shu)字(zi)分(fen)(fen)身下的(de)(de)“師(shi)(shi)(shi)徒帶(dai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”路徑，上線(xian)(xian)21名(ming)(ming)虹(hong)(hong)口名(ming)(ming)師(shi)(shi)(shi)的(de)(de)數(shu)(shu)字(zi)分(fen)(fen)身智(zhi)(zhi)(zhi)能(neng)(neng)(neng)(neng)(neng)(neng)體，為廣大一(yi)線(xian)(xian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)提(ti)供個性(xing)(xing)(xing)化(hua)(hua)、專(zhuan)業(ye)化(hua)(hua)職業(ye)發展指(zhi)導(dao)，促進優(you)質教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)資源高效(xiao)(xiao)共享。