内容来源：https://www.technologyreview.com/2026/08/24/1142630/ai-school-classroom-policies/

内容总结：

课堂AI使用新规：美国一学校用“红绿灯”系统规范学生用AI
近日，美国康涅狄格州柴郡学院（Cheshire Academy）推出了一套创新的AI管理方法，用“红绿灯”式标签明确学生在作业中使用人工智能的权限，引发教育界关注。该私立寄宿学校约有400名高中生，校方并未强制教师使用AI，但多数教师已将其融入教学。

学校技术协调员乔治·艾洛（George Aiello）介绍，教师普遍采用通用聊天机器人（如ChatGPT、Perplexity）及专为教育设计的工具（如MagicSchool）辅助备课、出题和制定评分标准。然而，校方也强调AI的局限性，提醒教师注意其可能产生的错误或偏见内容。

法语教师米里亚姆·普日贝拉-鲍姆（Miriam Przybyla-Baum）则另辟蹊径，设计作业引导学生反思AI的适用场景：例如让学生用大语言模型修改作业后，逐一甄别哪些修改恰当、哪些删除了个人风格；或让学生匿名互评AI辅助作业，标注可疑部分。

目前，该校已将类似方法推广至全校：作业标注“红绿灯”——绿色表示完全允许使用AI，红色禁止使用，黄色则允许部分工具（如拼写检查）但禁止聊天机器人。校方还试点“学生AI委员会”，鼓励学生制作媒体内容并讨论健康使用AI的方式。

专家建议其他学校借鉴三点：一是正视学生尝试AI的冲动，主动纠正网络上的错误认知；二是教育者应以身作则，避免滥用AI生成草率文本；三是利用AI辅助头脑风暴和题库建设，但须人工核查所有引用、公式和结论，以防“幻觉”错误影响教学。

（本文基于《麻省理工科技评论》“Making AI Work”通讯内容编译）

中文翻译：

如何鼓励在课堂上更明智地使用人工智能

一所学校正在使用红绿灯的比喻来解释学生何时可以在作业中使用人工智能。

本文来自《让AI发挥作用》（Making AI Work），这是《麻省理工科技评论》推出的一份限量系列通讯，探讨如何在各行各业应用大语言模型。如需将本通讯发送至您的邮箱，请在此注册。

几年前，聊天机器人让许多学校措手不及。突然间，学生的手机里多了一款应用，几乎能神奇地解答任何作业问题，或在几秒内生成一篇文章。当然，教师往往能看出学生是否使用了人工智能——模型会犯大多数人类不会犯的错误，一些教师说人工智能生成的文本有明显的破绽，比如过多的破折号。

尽管如此，生成式人工智能的热潮还是加重了教师的负担。他们本就长时间工作，要备课、布置作业、批改试卷，现在还需要适应一项新技术。对许多人来说，前路依然迷茫。从OpenAI到联合国教科文组织，各类机构都在鼓励课堂上使用人工智能，但许多教师对于具体该如何应对仍感到困惑。

案例研究

柴郡学院是康涅狄格州一所私立寄宿兼走读学校，约有400名9至12年级的学生。学校管理层并不强制教师使用人工智能，但该校图书管理员兼技术协调员乔治·艾耶洛声称，“绝大多数”教师都在以某种方式使用它。那里的教育工作者正在尝试五花八门的项目，包括ChatGPT和Perplexity等通用聊天机器人，以及MagicSchool等更专业的工具——这是一个专门为教育工作者设计的人工智能平台。

采用这种五花八门的方式，部分原因是学校在顾问的建议下，选择对教职员工进行人工智能通用技巧培训，而不是指定使用某种特定技术。员工培训涵盖如何编写有效的提示词等主题，同时也强调技术的局限性，指出其可能生成不正确和有偏见的回答。

如今，那里的教师经常使用生成式人工智能来准备课堂材料。这意味着请他们选择的AI帮忙规划课程或制定评分标准。有些人甚至想用它来帮助学生反馈，但对质量、个性化和隐私的担忧让他们目前还未付诸实践。

其他教师，如教授法语的米里亚姆·普日贝瓦-鲍姆，自己并不使用AI，但会在教学中涉及这一话题。普日贝瓦-鲍姆表示，她并不真正需要AI的帮助，因为她在近30年的教学生涯中积累了大量的课堂材料。但早在ChatGPT推出前的几年，她就开始看到学生试图使用谷歌翻译等AI工具在作业中走捷径。

她开发了一套系统，让学生反思AI能教和不能教语言技能的方式。在一项作业中，学生让一个大语言模型（LLM）编辑他们的作业。然后，他们逐一检查编辑内容，判断哪些是正确的，哪些删除了他们自己的声音。在另一项作业中，她让学生匿名互相批改AI辅助完成的作业，并标注他们认为哪些部分是AI辅助的。

柴郡学院继续探索如何让AI在课堂上得到富有成效的利用。学校正在试点一个项目，让学生创作媒体内容并主持关于健康使用AI的讨论。这个被他们称为“学生AI理事会”的项目，旨在推动学生反思应该如何使用以及不应该如何使用AI来造福周围的社区。

此后，学校整体采纳了类似普日贝瓦-鲍姆引入的技巧，让学生反思自己对AI的使用。作业现在像红绿灯一样标注：绿色表示完全允许使用AI，红色则禁止任何AI使用。黄色则让教师允许使用某些工具而禁止其他工具，比如允许学生使用拼写检查，但不能与聊天机器人交流。

工具

在生成式AI逐渐成为主流时，柴郡学院向员工预览了MagicSchool。

对许多人来说，MagicSchool的主要优势似乎在于它在同一个包中提供了极其丰富的功能。它可以生成各种类型的问题和作业，从测验到练习册，涵盖多个学科和年级。它有一个专门的评分标准生成器，可以输出一张即用表格，教师可以用来给作业打分。它还可以制作演示文稿、教案和行政报告。

所有这些都通过一个单一平台完成，教育工作者在平台上输入针对每项任务量身定制的特定提示。例如，要制作一份作业，教师可以指定学生的年级、题目数量、题目类型（如选择题或简答题）等，还可以附带文档以确保题目与其对齐。

并非每位教师都愿意使用LLM来生成面向学生的文本，可能是因为他们认为AI无法产出有效的教学材料或有用的反馈，也可能是因为担心准确性。MagicSchool提供免费和付费版本，其平台上确实有针对其他任务（如课程规划）的工具。但如果教师想要无限使用和在系统中的完整记录，则需要购买个人套餐，每年不到100美元。另外，许多通用型生成式AI工具（比如Anthropic、Google、OpenAI等公司提供的聊天机器人）似乎也适合行政任务，柴郡学院的许多教师确实转而使用这些工具，这一点就是明证。其中一些公司甚至正在推出专为学校定制的功能，但效果参差不齐。

如何应用

• 在学生的认知水平上与学生对话。学生会被尝试AI的冲动所吸引，而对于带回家的作业，你无法完全监管。互联网和社交媒体会传播大量关于AI能做什么和不能做什么的错误信息，反驳这些说法并教授健康的策略和使用方法至关重要。
• 以身作则，展示最佳实践。AI非常擅长自动化任务，但在精确性和个人风格方面有所欠缺。请记住这一点，尤其是在生成任何可能被其他人看到的文本时。容易受影响的年轻学生看到权威人士松散随意地使用AI，可能会内化为自己在作业中偷工减料的借口。
• 精修与替换。AI非常适合头脑风暴教案和额外习题集，尤其是对职业生涯早期、尚未积累大量题库的教师而言。然而，由于它可能会犯错（称为“幻觉”），将其用于最终稿可能会导致作业让学生困惑并妨碍学习。务必检查LLM生成的每一个引用、公式和陈述。

订阅《让AI发挥作用》，《麻省理工科技评论》的限量系列通讯，探讨如何在医疗保健、气候科技、教育等领域应用大语言模型。

深度挖掘

人工智能

一个根本性缺陷让大语言模型极易遭受攻击

这使人们可以轻易诱骗它们做不该做的事情，例如告诉你如何破坏飞机的导航系统。

Anthropic发现了一个隐藏空间，Claude在其中对概念进行思考

一项新技术使该公司能够比以往任何时候都更深入地探究大语言模型的内部运作机制。

AI在招聘时比人类更容易形成偏见

AI不仅从训练数据中学习刻板印象，它还能创造出新的刻板印象。

以下是AI智能体为何会说谎和作弊来达成目标

这种不当行为被称为“奖励黑客”。这是你需要了解的内容。

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英文来源：

How to encourage smarter AI use in the classroom
One school is using a traffic light metaphor to explain when students can use AI for their assignments.
This article is from Making AI Work, MIT Technology Review’s limited-run newsletter examining how to apply LLMs across industries. To receive it in your inbox, sign up here.
Chatbots took many schools by surprise upon their release a few years ago. Suddenly, students carried an app in their phones that could magically answer almost any homework question or spin up an essay in seconds. Of course, teachers can often tell when a student is using AI—models make mistakes that most humans don’t, and some teachers say that AI-generated text has simple giveaways like too many em dashes.
Nevertheless, the generative AI boom increased the burden on teachers, who were already working long hours to plan lessons, make homework assignments, and grade exams, and now needed to adapt to a new technology. For many, it still feels like there’s no clear path forward. Organizations ranging from OpenAI to UNESCO encourage AI use in the classroom, but many teachers feel confused about how exactly to handle it.
Case study
Cheshire Academy is a private boarding and day school in Connecticut with about 400 students in grades 9 through 12. Administrators there don’t force instructors to use AI at all, though the school’s librarian and technology coordinator George Aiello claims the “vast majority” of instructors use it in some way. The educators there are trying a patchwork of programs, including general-purpose chatbots like ChatGPT and Perplexity as well as more specialized tools like MagicSchool, an AI-powered platform meant specifically for educators.
That patchwork approach is partly because the school, on the advice of consultants, opted to train its staff on general techniques for how to use AI instead of prescribing certain tech. The staff training covered topics like how to craft useful prompts but also stressed the technology’s limits, highlighting its potential for generating incorrect and biased responses.
Now, teachers there often use generative AI to prepare class materials. This means asking the AI of their choice for help with planning lessons or creating grading rubrics. Some even want to use it to help them give feedback to students, though concerns over quality, personalization, and privacy have prevented any of them from doing that just yet.
Others, like Miriam Przybyla-Baum, who teaches French, don’t use AI themselves but do address it with their teaching. Przybyla-Baum says she doesn’t really need AI’s help since she’s built up plenty of classroom materials across nearly 30 years of teaching. But she started seeing students try to use AI-powered tools like Google Translate to take shortcuts on their assignments years before ChatGPT’s launch.
She’s developed a system to make students reflect on how AI can and can’t teach language skills. In one assignment, students let a large language model (LLM) edit their homework. Then, they go through the edits and decide which ones were correct and which ones removed their voice. In another, she has students anonymously grade each other’s AI-assisted assignments, making annotations as to which parts they think are AI-assisted.
Cheshire Academy is continuing to experiment with how AI can be harnessed productively in the classroom. The school is piloting a program in which students create media and lead discussions regarding healthy AI use. This program, which they call a “Student AI Council,” aims to push students to reflect on how AI should and shouldn’t be used to benefit the community around them.
The academy as a whole has since adopted similar techniques to those Przybyla-Baum introduced to make students reflect on their own use of AI. Assignments are now labelled like traffic lights, with green meaning AI is fully allowed and red banning any AI use. Yellow, then, lets the teacher permit some tools while banning the rest, like allowing students to use spell-check but not message a chatbot.
The tool
As generative AI was becoming mainstream, Cheshire Academy previewed MagicSchool to its staff.
For many, MagicSchool’s main strength seems to lie in the sheer amount of offerings it provides in one package. It can generate questions and assignments of all kinds, from quizzes to worksheets, across many subjects and grade levels. It has a specialized grading rubric generator, which outputs a ready-to-go table that teachers can use to score assignments. It can make presentations and lesson plans and administrative reports, too.
All of this is done through a single platform where educators enter specific prompts tailored for each task. For example, to make an assignment, a teacher can specify the students’ grade level, number of questions, the types of questions (such as multiple choice or short answer), and more, and include documents to align the questions with.
Not every teacher feels comfortable using LLMs to generate student-facing text, whether because they don’t think an AI can produce effective teaching materials or helpful feedback, or because they’re concerned about accuracy. MagicSchool, which has free and paid versions, does offer tools on its platform for other tasks like lesson planning. If teachers want unlimited access and complete records in the system, though, they need to pay just under $100 per year for an individual plan. Alternatively, many of the general-purpose generative AI tools (think the chatbots on offer from Anthropic, Google, OpenAI, and more) seem suited to administrative tasks, as well, attested by the fact that many of the teachers at Cheshire Academy use those instead. Some of these companies are even rolling out features tailored for schools, to mixed results.
How to apply this

• Meet students where they’re at. Students will be tempted to try AI, and there’s no way to entirely police this for take-home assignments. The internet and social media can spread a lot of misinformation as to what AI can and can’t do, and it’s critical to counter these narratives and teach healthy strategies and relationships.
• Model best practices. AI is very good at automating tasks, but it struggles with precision and voice. Keep this in mind, especially when generating any text that anyone else may see. Impressionable students who see those in authority using AI in a lazy way could internalize this as an excuse to cut corners in their own work.
• Refine and replace. AI is great for brainstorming lesson plans and extra problem sets, especially for teachers early in their careers who don’t have a big problem bank already built up. However, because it can make mistakes (called hallucinations), using it for final drafts can result in assignments that confuse students and impair learning. Be sure to check every citation, equation, and statement an LLM makes.
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