Pros and Cons of Artificial Intelligence Essay on Artificial Intelligence University

In the information age that advocates intelligence, artificial intelligence occupies an important position in the scientific system of the new century, but the artificial intelligence course cannot adapt to the traditional teaching mode because of its distinctive characteristics different from other courses. The following is my carefully organized paper on artificial intelligence university related information, I hope it will help you!

Essay on Artificial Intelligence University Part I

Research on Artificial Intelligence Teaching in the Information Age

Abstract: In the information age that advocates intelligence, artificial intelligence occupies an important position in the scientific system of the new century, but the artificial intelligence course, because of its distinctive features that are different from those of other courses, can not be adapted to the traditional teaching mode. In order to promote the development of artificial intelligence education in China, train and create more ? Intelligence? talents, it is especially necessary to study and improve the teaching methods of artificial intelligence courses. By exploring the unique nature of the discipline of artificial intelligence, a number of key problems in the teaching of artificial intelligence are pointed out. Combined with the lecture practice of the Artificial Intelligence course, it proposes ways to improve the teaching quality of Artificial Intelligence from the aspects of choosing teaching materials, classroom teaching and course practice, etc.?

Keywords: information age; artificial intelligence; course teaching?

Artificial Intelligence (AI) is a branch of computer science, a comprehensive discipline that studies the use of computers to simulate and extend the functions of the human brain. In other words, AI studies how computers can be used to mimic the human brain's thinking activities such as reasoning, proving, recognizing, understanding, designing, learning, thinking, planning, and problem solving to solve complex problems that can only be handled by domain experts [1]. Artificial intelligence research is at the forefront of information technology, and its research, application and development determine the direction of computer technology to a certain extent [2]. Many research areas of artificial intelligence such as natural language understanding, pattern recognition, machine learning, data mining, intelligent retrieval, robotics, artificial neural networks, etc. are at the forefront of information technology, and there are many research results that have entered people's life, learning and work, and have had a significant impact on human development. At the same time, the wide application of information technology also puts forward an urgent demand for the development of artificial intelligence technology.

In order to adapt to the increasingly extensive needs of artificial intelligence technology, domestic and foreign colleges and universities generally offer courses in artificial intelligence, and as one of the core courses of computer science majors. The Massachusetts Institute of Technology (MIT) in the United States is a representative of artificial intelligence education in many U.S. universities, which offers "Artificial Intelligence" for second- and third-year computer undergraduate majors, focusing on teaching concepts and ways of thinking about artificial intelligence. The Artificial Intelligence offered by Central South University in China is a national-level high-quality course that is required for senior undergraduates majoring in information as well as junior graduate students, with the aim of cultivating students' ? intelligence? concept, master the basic theory, basic methods and basic technology of artificial intelligence.

The research field of artificial intelligence involves many disciplines such as computer science, automatic control, higher mathematics, psychology, philosophy and so on, so the content is abstract and not easy to understand. Students are intimidated in the process of teaching, while teachers have difficulties in the selection of teaching materials, teaching methods and teaching experiments, which have a great impact on the teaching effect. In order to better realize the teaching objectives of artificial intelligence, improve the quality of teaching, and better popularize the knowledge of intelligence, this paper combines the characteristic teaching of the Artificial Intelligence course in Central South University, ponders and discusses the selection of teaching materials, classroom lectures and practical sessions, and proposes the improvement methods, with a view to improving the teaching quality of Artificial Intelligence course, cultivating and creating more theoretical and applied composite talents, and promoting today's social The development of informationization and intelligence.

I. Selection of teaching materials? Adopting the best of the best and adapting to local conditions

Because of the different understanding of human cognition, artificial intelligence researchers have adopted different research methods, focusing on mathematical and logical methods of symbolism, focusing on structural simulation of connectionism and behavioral simulation method of behaviorism is the three major schools of research on artificial intelligence, the research approach of different schools and the guiding ideology of the existence of a great deal of difference, the difference is also reflected in the different universities to write or select the teaching materials, and the teaching materials are not the only ones. This difference is also reflected in the teaching materials written or selected by different universities, such as the different teaching focuses of MIT and CSU. In addition to different academic schools, there are many relatively independent research directions in the field of AI research, and the thinking methods of different research directions have their own characteristics. In addition, the research of artificial intelligence should be combined with the local social and economic development in order to have a broader space for development, and the economic development of different countries and regions have different requirements for artificial intelligence, which puts forward new requirements for the teaching materials of the artificial intelligence course as a basic subject.

Different schools of thought, numerous research directions, and complex application backgrounds have broadened the scope of AI research, but they also pose new challenges to the selection of AI teaching materials. Therefore, it is important and difficult to choose AI textbooks that can give students an overview of the research field and are easy to accept. Based on the above considerations, the selection of teaching materials for AI as a basic intelligence subject should follow the following two principles: first, from the point of view of the target audience, fully consider their knowledge reserves and acceptance ability. The selection of teaching materials takes into account the breadth and depth, basic knowledge and emerging technologies, and has a clear teaching center. Attention should also be paid to the articulation problems of related courses in the previous period, such as discrete mathematics, data structure, probability theory, programming language, system simulation, automatic control, etc., so that students can incorporate artificial intelligence into their existing knowledge system and stimulate their interest in learning, so as to achieve the purpose of popularizing intelligent education. Secondly, we should start from the long-term development of the region, and choose suitable teaching materials in accordance with the characteristics of the local economy. Machinery manufacturing, software development, e-commerce, intelligent decision-making and other fields can directly apply the relevant knowledge of artificial intelligence. Therefore, as a basic subject involving many disciplines with a wide range of applications, it is necessary to fully consider the direction of the economic development of the region when setting up the teaching content of artificial intelligence, so as to serve the local economic development. Considering that Changsha, Hunan is a major town of machinery and heavy industry, the national teaching team of Artificial Intelligence of Central South University selects teaching materials and formulates teaching plans centered on intelligent control, which not only finds practical application background for Artificial Intelligence, but also increases the employment opportunities of students, which is a valuable experience worth promoting. experience.

Liu Xingbao:

The selection of teaching materials is an important part of improving the quality of education, artificial intelligence because of its diverse genres, a large number of content and close contact with practical applications should be paid attention to, in order to make the students not only grasp the whole picture of the field, but also to learn something.

Second, sub-topic, group discussion teaching

Classroom teaching is one of the basic features of school education, this one-to-many way to maximize the possibility of letting more people get knowledge. And classroom lectures to the teacher lecture-based, students are in a passive position, in a sense, classroom lectures ignore the main body of learning? Students. In this teaching situation, students are not involved in the learning process, passive acceptance of the content of the lecture, and may not even be able to keep up with the progress of learning and thus give up listening to the lecture, the teacher and the students to do their own work, do not care about each other. In this case, not only is it extremely difficult to ensure the quality of teaching, but it also makes students lose interest in the course, which leads to an aversion to the field.

While this situation occurs in all courses, it is particularly prominent in the teaching process of artificial intelligence courses, which is determined by the course characteristics of artificial intelligence. As the foundation of intelligent education, the artificial intelligence course covers a very wide range of content, the chapters are less connected, and the content is relatively relatively independent. When students are exposed to this knowledge and cannot integrate it with the original knowledge system, they will inevitably have an intimidating mentality. In order to improve this situation, we believe that it is especially necessary to change the teaching method and play the students' initiative. Specific operations are as follows: First, before the lecture, students are required to pre-study the content of the teaching, so that they have a rough impression of the course to be told and a certain degree of psychological preparation. Through this way to cultivate students? Artificial Intelligence? s thinking method and gradually form a habitual thinking mode. Second, after guiding students to learn how to think about artificial intelligence, students are divided into interest groups according to their interests. Third, the instructor assigns different topics according to the characteristics of each group, and asks each group to acquire knowledge of the topic through studying textbooks, searching the Internet, etc., and organize them into fluent and readable documents according to the given format. Fourth, each group is asked to explain the topic to all teachers and students according to the order given in advance, and at the same time the group's documentation of the topic is distributed to all students in advance so that they can understand and comprehend the knowledge of the topic. Fifth, after listening to the lectures and familiarizing themselves with the materials, and under the auspices of the lecturer, the group will engage in an in-depth discussion or debate on the topic they have covered. Sixth, based on the results of the discussion of the group scores, and counted in the overall course grade.

Since the chapters of the AI course are relatively independent, it is very suitable for discussion teaching. In this process, the lecturer plays the role of moderator, initiating and guiding, giving time to the students to master, so that they can give full play to their subjective enthusiasm in the discussion and debate, thus allowing students to take the initiative to acquire knowledge and deepen their understanding of knowledge. In the teaching of artificial intelligence for first-year graduate students and doctoral students respectively in Central South University, the teaching team used sub-topic group teaching, students generally reflect that they like this novel teaching method, and put forward a lot of valuable ideas in the learning process

See, promoting the further maturation of the model.

Three, teaching experiments and social practice

Teaching experiments can deepen students' understanding of knowledge, giving students the most intuitive feeling. Although many disciplines require a certain amount of teaching experiments, but for artificial intelligence courses, quality teaching experiments have extraordinary significance, which is also determined by the characteristics of its discipline. In the course of teaching, we found that students usually have the following questions when they come into contact with artificial intelligence: first, whether the description language of almost everyday language can be realized by computers; second, artificial intelligence is the study of robotics; third, whether the robots built by applying artificial intelligence can ultimately be comparable to the robots in film and television; fourth, whether artificial intelligence can help employment.

Even if the lecturer gives the answers when introducing the AI course, the above questions are still prevalent among students. If you can't give students a definite answer and completely eliminate the doubts, it will obviously affect the students' motivation to learn. The best way to answer the above questions is teaching experiments and social practice, to which the teaching team of Artificial Intelligence at Central South University has given an inspiring design program.

In the teaching arrangement, the teaching team pays great attention to the content of the teaching materials and the connection with reality. First, increase the number of hours of experimental classes to ensure quality; second, timely arrangement of artificial intelligence experiments, and strengthen the connection between the content of lectures and experiments. For example, after teaching generative systems, the teaching experiments are arranged in time for generative system experiments. The corresponding subjective Bayes network experiments, A series of search experiments, as well as the application of Maltab toolbox operation of fuzzy control position tracking system simulation experiments, neural network pattern recognition simulation experiments, evolutionary algorithms optimization calculations and other experiments are also the same. Finally, to provide a high-quality experimental environment, the teaching team designed a set of experimental simulation software, which is intuitive, easy to use, and provides a good software environment for improving the quality of experiments. Through specific experiments, the content of the textbook is no longer boring, and students are able to touch the essence of artificial intelligence more y.

On the other hand, the combination with scientific research and marriage with enterprises to strengthen social practice. Most of the members of the artificial intelligence teaching team of Central South University have been immersed in a certain research direction of artificial intelligence for many years, and have obtained a considerable number of research results. In social practice, they lead students to visit robots that can automatically find paths, scientific research simulation environments, etc., guiding them into the wonderful world of artificial intelligence. The results of the teaching reform show that the effective combination of teaching and research has stimulated students' strong interest in artificial intelligence, and several students have already asked to enter the subject group. At present, industrial products based on AI theory have been developed rapidly, and the teaching team of Artificial Intelligence of Central South University has established a good relationship with Sany Heavy Industry, an important machinery manufacturing enterprise in Changsha. In the teaching process of this course, the relevant researchers of the enterprise are invited to make public presentations on the application of artificial intelligence for the students to broaden their horizons. In the teaching practice, students are led to visit this enterprise to understand the industrial production process of intelligent products.

The teaching experiment and practice process let students more y realize that artificial intelligence has been closely linked with our lives, rather than a castle in the air. At the same time to enhance the students' interest in learning, deepen the students' mastery of the concepts and difficulties related to artificial intelligence, to engage in artificial intelligence research and application development based on intelligent systems to lay a solid foundation for the training of a new generation of intelligent talents.

Fourth, conclusion

This paper discusses the artificial intelligence course in the choice of teaching materials, teaching methods, teaching practice and experiments, summarizes and discusses the problems and ways to improve the course in teaching and practice, and expects to improve the quality of teaching of the artificial intelligence course, and promote the faster and better development of artificial intelligence research.

The idea of teaching reform in this thesis comes from the national quality course "Artificial Intelligence" taught by Prof. Cai Zixing of Central South University, and we would like to express our deep gratitude to Prof. Cai Zixing and his teaching team.