王竹立老師今天發(fā)表了自己思考ChatGPT在學(xué)校教育中應(yīng)用的話題，用詩歌的形式發(fā)表了自己的深度思考：

學(xué)校到底應(yīng)不應(yīng)該禁用ChatGPT?

這個問題已擺在學(xué)校和老師的面前，

多數(shù)教育技術(shù)學(xué)者不主張禁止使用，

但也有不少國家和地區(qū)已開始禁用，

看來人類對這個問題仍處在探索中。

上次我們面對的同一種性質(zhì)的問題，

還是學(xué)校應(yīng)不應(yīng)該禁止帶智能手機(jī)，

這個問題至今仍屬于各方意見不一，

有人反對也有人支持各有各的道理。

最后在現(xiàn)實中形成某種微妙的平衡，

大學(xué)普遍都不禁止中小學(xué)普遍禁止，

管理部門要求禁止師生想辦法變通，

疫情期間原來的禁令更是形同虛設(shè)。

估計對ChatGPT結(jié)果也會非常相似，

有人禁有人不禁或有時禁有時不禁，

人類在糾結(jié)中還是會摸著石子過河，

教育在這個過程中慢慢適應(yīng)新情境。

我個人的意見是原則上不應(yīng)該禁用，

反而應(yīng)鼓勵大家多使用這類新技術(shù)，

但必要的時候比如考試時可以禁用，

因為那時考核的是個人而不是機(jī)器。

這就好比我們多了一個聰明的伙伴，

有時是老師有時是助手有時是同事，

我們?yōu)槭裁床慌c她交往并從中受益，

但也不能完全依賴而放棄自己努力。

隨時隨地帶上她一道學(xué)習(xí)工作思考，

與她互相取長補(bǔ)短共同提高和進(jìn)步，

但作決策和判斷時還需要依靠自己，

她不是你你不是她決不能喪失自我。

資料來源：王竹立微信號，2023-04-30 00:03 發(fā)表于廣東

https://mp.weixin.qq.com/s/rr1tn5uj9FNN_lxnNBMXjg

我問，請ChatGPT對這首詩歌的原作進(jìn)行評價：

ChatGPT的回復(fù)：

作為一首繞口令自由體詩歌，這首詩歌非常有趣、有創(chuàng)意，同時還很有挑戰(zhàn)性。作者巧妙地運用了大量的押韻、內(nèi)韻、頭韻、口韻等技巧，使得整首詩歌充滿了節(jié)奏感和美感。同時，作者還將一個非常有爭議的話題巧妙地融入了詩歌中，讓讀者在欣賞詩歌的同時，也可以思考這個問題。整體而言，這首詩歌兼具藝術(shù)性和思想性，值得讀者深入閱讀和品味。

我問，請ChatGPT編寫上面的詩歌的內(nèi)容摘要：

ChatGPT的回復(fù)：

這首繞口令自由體詩歌題目為《學(xué)校應(yīng)該不應(yīng)該禁止不禁止還是又禁止又不禁止ChatGPT？》，主要圍繞學(xué)校是否應(yīng)該禁用人工智能助手ChatGPT展開，通過對這個問題的分析，表達(dá)出個人的看法和建議。詩歌內(nèi)容包括：問題的擺在面前，學(xué)者和國家地區(qū)的不同態(tài)度，對比手機(jī)禁令和大學(xué)與中小學(xué)的不同，估計未來的情況，個人建議與理由，以及對人工智能的好處和缺點的討論。

我問，請ChatGPT把這首詩歌改編成學(xué)術(shù)論文，1000字：

ChatGPT的回復(fù)：

Title: Should schools ban or allow the use of ChatGPT?

Abstract: With the increasing prevalence of artificial intelligence (AI) technology, the use of AI-assisted tools such as ChatGPT in education has become a hotly debated issue. While some educators argue for its benefits, others believe that it may hinder students' development. This paper aims to explore the question of whether schools should ban or allow the use of ChatGPT by examining the arguments from both sides, analyzing the current situation, and providing recommendations for future practice. The findings suggest that ChatGPT can be a valuable tool for enhancing students' learning outcomes, but its use should be carefully monitored to ensure that it does not replace students' independent thinking and creativity.

Introduction: Artificial intelligence has been increasingly integrated into various aspects of our lives, including education. ChatGPT is an AI-based language model that can generate human-like responses to a given text prompt. This tool has been used in education to assist students in writing, reading comprehension, and other tasks. However, the use of ChatGPT in education has sparked a debate about whether schools should ban or allow its use. This paper aims to explore this issue by examining the arguments from both sides, analyzing the current situation, and providing recommendations for future practice.

Arguments for banning ChatGPT in schools: One argument for banning ChatGPT is that it may hinder students' development of critical thinking and creativity. Some educators believe that relying too heavily on AI tools may reduce students' motivation to think independently and creatively. Moreover, ChatGPT may not always provide accurate or reliable responses, which may further undermine students' learning outcomes. Another argument is that ChatGPT may be used for cheating during exams or assignments, as students can input questions and receive answers without actively engaging in the learning process.

Arguments for allowing ChatGPT in schools: On the other hand, many educators argue that ChatGPT can be a valuable tool for enhancing students' learning outcomes. For example, ChatGPT can provide students with immediate feedback on their writing, which can help them improve their writing skills. Additionally, ChatGPT can assist students in reading comprehension by providing them with definitions or explanations of difficult words or concepts. Finally, ChatGPT can be used to support students with learning disabilities, as it can provide personalized assistance and adapt to their specific needs.

Current situation and future recommendations: Currently, the use of ChatGPT in education varies among schools and regions. Some schools have banned its use, while others have embraced it as a valuable tool for learning. In the future, it is recommended that schools adopt a balanced approach to the use of ChatGPT. Schools should provide clear guidelines on when and how ChatGPT can be used, and ensure that its use is carefully monitored to prevent cheating and encourage students' independent thinking and creativity. Moreover, educators should receive adequate training on how to use ChatGPT effectively and integrate it into their teaching practice.

Conclusion: The debate over whether schools should ban or allow the use of ChatGPT is complex and multifaceted. While there are valid concerns about its potential negative impacts, there are also many benefits to using ChatGPT in education. Therefore, it is recommended that schools adopt a balanced approach that takes into account the potential benefits and risks of using ChatGPT, and provides clear guidelines and monitoring mechanisms to ensure its appropriate use. With careful planning and implementation, ChatGPT can be a valuable tool for enhancing students' learning outcomes and preparing them for the future.

??

我說，請ChatGPT翻譯成中文版：

ChatGPT的回復(fù)：

題目：學(xué)校應(yīng)不應(yīng)該禁用ChatGPT？

這個問題已經(jīng)擺在學(xué)校和教師們的面前，許多教育技術(shù)學(xué)者不贊成禁用，但也有很多國家和地區(qū)已經(jīng)開始禁用，看來人類對這個問題仍在探索中。

我們曾經(jīng)面對過類似的問題，即學(xué)校是否應(yīng)該禁止帶智能手機(jī)，這個問題至今仍存在各方意見不一的局面，有人反對也有人支持，各有各的道理。

最后，在現(xiàn)實中形成了某種微妙的平衡，大學(xué)普遍不禁止使用，但中小學(xué)普遍禁止，管理部門要求禁止時，師生們會想辦法變通，而在疫情期間，原來的禁令更是形同虛設(shè)。

預(yù)計對于ChatGPT，結(jié)果也會非常相似，有人禁用，有人不禁用，或者有時禁用，有時不禁用，人類仍在摸著石頭過河，教育系統(tǒng)在這個過程中逐漸適應(yīng)新的情境。

筆者個人認(rèn)為，原則上不應(yīng)該禁用，反而應(yīng)該鼓勵大家多使用這類新技術(shù)。然而，在必要的時候，如考試時，可以禁用，因為那時考核的是個人而不是機(jī)器。

這就像我們多了一個聰明的伙伴，有時是老師，有時是助手，有時是同事。為什么不與它交往并從中受益呢？但是，我們也不能完全依賴它而放棄自己的努力。

我們隨時隨地帶著它一起學(xué)習(xí)、工作和思考，與它互相取長補(bǔ)短，共同提高和進(jìn)步。但是，在做出決策和判斷時，我們?nèi)孕枰揽孔约海驗樗皇悄?，你也不是它，絕不能失去自我。

來源：王竹立微信公眾號，2023年4月30日，廣東發(fā)布。

歡迎讀者一起來思考和討論：學(xué)校到底應(yīng)不應(yīng)該禁用ChatGPT?