清華教授錢穎一 ：人工智能將使中國(guó)教育優(yōu)勢(shì)蕩然無(wú)存
Qian Yingyi, professor of Tsinghua University: ARTIFICIAL intelligence will wipe out China's educational advantage
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南京擇校 Select a school in nanjing
2021-12-12 00:28 The 2021-12-12 00:28
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我們現(xiàn)在面臨的是一個(gè)比較急功近利的社會(huì)，盛行短期功利主義的價(jià)值取向看幼，這對(duì)創(chuàng)造性思維是很有害的批旺。
清華教授錢穎一 ：人工智能將使中國(guó)教育優(yōu)勢(shì)蕩然無(wú)存
文/錢穎一
（1956年4月生，北京市人诵姜，祖籍浙江汽煮，無(wú)黨派人士，研究生學(xué)歷棚唆，經(jīng)濟(jì)學(xué)博士學(xué)位暇赤，教授。2012年當(dāng)選為世界計(jì)量經(jīng)濟(jì)學(xué)會(huì)會(huì)士宵凌、2018年當(dāng)選為清華大學(xué)首批文科資深教授鞋囊，獲得2009年孫冶方經(jīng)濟(jì)科學(xué)獎(jiǎng)、2016年度首屆中國(guó)經(jīng)濟(jì)學(xué)獎(jiǎng)摆寄。）來(lái)源/網(wǎng)絡(luò)
中國(guó)的教育有它的特點(diǎn)失暴，這個(gè)特點(diǎn)中隱含了我們的長(zhǎng)處。
首先微饥，個(gè)人逗扒、家庭、政府欠橘、社會(huì)對(duì)教育的投入很大矩肩，這個(gè)投入不僅是金錢、資源的投入，也包括學(xué)生黍檩、教師時(shí)間的投入叉袍。這是由我們的文化傳統(tǒng)，由我們對(duì)教育的重視程度所決定的刽酱。其次喳逛，教師對(duì)知識(shí)點(diǎn)的傳授、學(xué)生對(duì)知識(shí)點(diǎn)的掌握棵里，不僅量多润文，而且面廣，所以中國(guó)學(xué)生對(duì)基本知識(shí)的掌握呈現(xiàn)“均值高”的特點(diǎn)殿怜。
我想典蝌，在了解中國(guó)教育長(zhǎng)處的基礎(chǔ)上來(lái)反思教育存在的問(wèn)題，可能更有意義头谜。
I think it might be more meaningful to reflect on the problems of Education on the basis of understanding the strengths of Chinese education.
我認(rèn)為骏掀，中國(guó)教育的最大問(wèn)題，就是我們對(duì)教育從認(rèn)知到實(shí)踐都存在一種系統(tǒng)性的偏差柱告，這個(gè)偏差就是我們把教育等同于知識(shí)截驮，并局限在知識(shí)上。教師傳授知識(shí)是本職工作际度，學(xué)生學(xué)習(xí)知識(shí)是分內(nèi)之事侧纯，高考也是考知識(shí)，所以知識(shí)就幾乎成了教育的全部?jī)?nèi)容甲脏。
In my opinion, the biggest problem of Education in China is that we have a systematic deviation from education from cognition to practice. This deviation is that we equate education with knowledge and limit it to knowledge. Teachers impart knowledge is their own work, students learn knowledge is duty, the college entrance examination is also to test knowledge, so knowledge has almost become the entire content of education.
“知識(shí)就是力量”這句話深入人心，但是妹笆，創(chuàng)新人才的教育僅僅靠知識(shí)積累就可以嗎块请？我的答案是否定的，教育必須超越知識(shí)拳缠。這是我對(duì)創(chuàng)新人才教育的一個(gè)核心想法墩新，也是我們提出教育改革建議的出發(fā)點(diǎn)。
"Knowledge is power" is a popular saying, but can the education of innovative talents only rely on knowledge accumulation? My answer is no, education must go beyond knowledge. This is one of my core ideas for innovative talent education, and it is the starting point for our education reform proposals.
愛(ài)因斯坦的一句話給我留下深刻印象窟坐。他在1921年獲得諾貝爾物理學(xué)獎(jiǎng)后首次到美國(guó)訪問(wèn)海渊，有記者問(wèn)他聲音的速度是多少，愛(ài)因斯坦拒絕回答哲鸳，他說(shuō)臣疑，你可以在任何一本物理書中查到答案。接著徙菠，他說(shuō)了那句特別有名的話：“大學(xué)教育的價(jià)值不在于記住很多事實(shí)讯沈，而是訓(xùn)練大腦會(huì)思考⌒霰迹”
Einstein's words left a deep impression on me. On his first visit to the United States after winning the Nobel Prize for physics in 1921, Einstein was asked by a reporter what the speed of sound was. He refused to answer, saying that you could find the answer in any physics book. Then he famously said, "The value of a college education lies not in remembering a lot of facts, but in training the brain to think."
在今天缺狠，很多的知識(shí)可以上網(wǎng)查到问慎。在未來(lái)，可能有更多的知識(shí)機(jī)器會(huì)幫你查到挤茄。所以愛(ài)因斯坦的這句話在當(dāng)前和未來(lái)更值得我們深思如叼。
Today, a lot of knowledge can be found on the Internet. In the future, there may be more knowledge machines to look it up for you. So Einstein's words are worth pondering in the present and future.
我們知道，人工智能就是通過(guò)機(jī)器進(jìn)行深度學(xué)習(xí)來(lái)工作穷劈，而這種學(xué)習(xí)過(guò)程就是大量地識(shí)別和記憶已有的知識(shí)積累笼恰。這樣的話，它可以替代甚至超越那些通過(guò)死記硬背囚衔、大量做題而掌握知識(shí)的人腦挖腰。而死記硬背、大量做題正是我們目前培養(yǎng)學(xué)生的通常做法练湿。所以猴仑，一個(gè)很可能發(fā)生的情況是，未來(lái)的人工智能會(huì)讓我們的教育制度下培養(yǎng)學(xué)生的優(yōu)勢(shì)蕩然無(wú)存肥哎。
We know that ARTIFICIAL intelligence works through deep learning, the process of recognizing and remembering vast amounts of existing knowledge. In this way, it can replace or even surpass the human brain, which learns knowledge by rote and doing lots of exercises. And rote memorization, do a lot of questions is our present training students usually practice. So one possibility is that artificial intelligence in the future will wipe out the advantages of educating students in our educational system.
不久前辽俗，人工智能機(jī)器人參加了高考數(shù)學(xué)考試。報(bào)道說(shuō)有兩臺(tái)機(jī)器人篡诽，得分分別是134分和105分（滿分150分）崖飘。這只是開始，據(jù)說(shuō)人工智能機(jī)器人的目標(biāo)是到2020年能夠參加全部高考杈女。所以朱浴，經(jīng)濟(jì)發(fā)展需要“創(chuàng)新驅(qū)動(dòng)”，人工智能發(fā)展勢(shì)頭強(qiáng)勁达椰，這些都讓我們認(rèn)識(shí)到對(duì)現(xiàn)有教育體制和方法進(jìn)行改革的迫切性翰蠢。
Not long ago, an artificial intelligence robot sat the national college entrance exam for math. The report said there were two robots, with scores of 134 and 105 out of a possible 150. This is just the beginning, as ai robots are said to aim to be able to take all gaokao exams by 2020. Therefore, the need for "innovation-driven" economic development and the strong development of artificial intelligence make us realize the urgency of reforming the existing education system and methods.
知識(shí)越多未必創(chuàng)造力越強(qiáng) More knowledge does not necessarily mean more creativity
我在教學(xué)實(shí)踐中強(qiáng)烈地感受到，創(chuàng)造性思維的來(lái)源之一是好奇心和想象力啰劲。
In my teaching practice, I feel strongly that one of the sources of creative thinking is curiosity and imagination.
創(chuàng)造力確實(shí)需要知識(shí)的累積梁沧，但除了知識(shí)，還需要什么呢蝇裤？愛(ài)因斯坦說(shuō)過(guò)廷支，“我沒(méi)有特殊的天賦，我只是極度好奇”“想象力比知識(shí)更重要”栓辜。他說(shuō)的好奇心和想象力恋拍，我覺(jué)得是我們過(guò)去比較忽視的。
Creativity does require the accumulation of knowledge, but what else does it require? Albert Einstein once said, "I have no special talent, I am only extremely curious" and "imagination is more important than knowledge". He's talking about curiosity and imagination, which I think we've neglected in the past.
受此啟發(fā)啃憎，我提出一個(gè)簡(jiǎn)單的假說(shuō)：“創(chuàng)造性思維=知識(shí)×好奇心和想象力”芝囤。這個(gè)簡(jiǎn)單的公式告訴我們，知識(shí)越多未必創(chuàng)造力越強(qiáng)。因?yàn)槿私邮艿慕逃蕉嗝蹑ⅲR(shí)積累多了羡藐，但好奇心和想象力可能減少，所以創(chuàng)造力并非隨著受教育時(shí)間的增加而增加悯许。兒童時(shí)期的好奇心和想象力特別強(qiáng)仆嗦，但是隨著受教育的增加，好奇心和想象力通常會(huì)逐漸遞減先壕。
Inspired by this, I propose a simple hypothesis: "Creative thinking = knowledge × curiosity and imagination". This simple formula tells us that more knowledge is not necessarily more creativity. Creativity does not increase with the length of time spent in education, since more people accumulate more knowledge, but less curiosity and imagination. Curiosity and imagination are particularly strong in childhood, but they usually decline with increasing education.
為什么瘩扼？因?yàn)槲覀兒髞?lái)學(xué)的知識(shí)都是有框架和設(shè)定的，不管什么知識(shí)都是這樣垃僚。在學(xué)習(xí)這些知識(shí)的時(shí)候集绰，你的好奇心、想象力往往會(huì)挑戰(zhàn)這些知識(shí)框架谆棺，但在絕大多數(shù)情況下栽燕，你的挑戰(zhàn)是錯(cuò)的。因?yàn)榻?jīng)常受到打擊和否定改淑，所以客觀上壓制了你的好奇心和想象力碍岔。連愛(ài)因斯坦都曾經(jīng)感嘆，好奇心朵夏、想象力能在正規(guī)教育中幸存下來(lái)蔼啦，簡(jiǎn)直就是一個(gè)奇跡。
Why is that? Because what we learn later is framed and set, no matter what kind of knowledge it is. In learning these things, your curiosity and imagination will often challenge them, but most of the time, your challenge will be wrong. Your curiosity and imagination are objectively suppressed by constant discouragement and denial. Even Albert Einstein once lamented that it was a miracle that curiosity and imagination could survive formal education.
這就形成了創(chuàng)新人才教育上的一個(gè)悖論：更多教育一方面有助于增加知識(shí)而提高創(chuàng)造性仰猖，另一方面又因壓抑好奇心和想象力而減少創(chuàng)造性捏肢。所以兩者的合力讓我們判斷教育對(duì)創(chuàng)新人才產(chǎn)生的作用變得困難，但可以部分解釋為什么有些輟學(xué)的學(xué)生反而很有創(chuàng)造力饥侵。
This forms a paradox in the education of creative talents: more education on the one hand helps to increase knowledge and enhance creativity, on the other hand, reduces creativity by suppressing curiosity and imagination. So the combination of the two makes it hard to judge the effect of education on creative people, but it could partly explain why some dropouts turn out to be creative.
因此猛计，并不是我們的學(xué)校培養(yǎng)不出杰出人才，而是我們的學(xué)校在增加學(xué)生知識(shí)的同時(shí)爆捞，有意無(wú)意地減少了創(chuàng)造力必要的其他元素。
So it's not that our schools aren't producing great people, it's that our schools are increasing students' knowledge at the same time, consciously or unconsciously, reducing the other elements necessary for creativity.
功利主義扼殺了創(chuàng)造性思維 Utilitarianism stifles creative thinking
創(chuàng)造性思維的來(lái)源之二勾拉，是有更高追求的價(jià)值取向煮甥。
The second source of creative thinking is the value orientation of higher pursuit.
創(chuàng)造性思維不僅取決于好奇心和想象力，還與價(jià)值取向有關(guān)藕赞，所以當(dāng)我們討論創(chuàng)新人才教育時(shí)成肘，它不僅僅是一個(gè)知識(shí)和能力問(wèn)題，也是一個(gè)價(jià)值觀的問(wèn)題斧蜕。
Creative thinking is not only dependent on curiosity and imagination, but also related to value orientation, so when we discuss the education of innovative talents, it is not only a question of knowledge and ability, but also a question of values.
我們現(xiàn)在面臨的是一個(gè)比較急功近利的社會(huì)双霍，盛行短期功利主義的價(jià)值取向，這對(duì)創(chuàng)造性思維是很有害的。不久前扎克伯格在哈佛大學(xué)2017年畢業(yè)生典禮上的演講洒闸，主題是講人要有追求染坯，要有更高的追求，就是要超越短期功利主義的價(jià)值取向丘逸。
What we are facing now is a more utilitarian society, where short-term utilitarian value orientation prevails, which is very harmful to creative thinking. Not long ago, Zuckerberg delivered a speech at Harvard University's 2017 graduation ceremony. The theme was that people should have pursuit, and they should have higher pursuit, that is, they should go beyond short-term utilitarian value orientation.
我把創(chuàng)新的動(dòng)機(jī)分為三個(gè)層次单鹿，分別代表三種價(jià)值取向：一、短期功利主義深纲；二仲锄、長(zhǎng)期功利主義；三湃鹊、內(nèi)在價(jià)值的非功利主義儒喊。后面的比前面的有更高的追求。
I divide the motivation of innovation into three levels, representing three value orientations respectively: first, short-term utilitarianism; 2. Long-term utilitarianism; 3. Non-utilitarianism of intrinsic value. The latter have higher aspirations than the former.
對(duì)短期功利主義者而言币呵，創(chuàng)新是為了發(fā)論文怀愧、申請(qǐng)專利、公司上市富雅；對(duì)長(zhǎng)期功利主義者而言掸驱，創(chuàng)新有更高的追求，為了填補(bǔ)空白没佑、爭(zhēng)國(guó)內(nèi)一流毕贼、創(chuàng)世界一流；而對(duì)內(nèi)在價(jià)值的非功利主義者而言蛤奢，創(chuàng)新有更高的追求：追求真理鬼癣、改變世界、讓人變得更加幸福啤贩。
For short-term utilitarians, innovation is about publishing papers, filing patents and taking companies public. For long-term utilitarians, innovation has a higher pursuit, in order to fill the gap, to compete for the first class in China, to create the world class; For non-utilitarians of intrinsic value, innovation has a higher purpose: to seek truth, to change the world, to make people happier.
我們的現(xiàn)實(shí)情況是待秃，具有第一類動(dòng)機(jī)的人很多，具有第二類動(dòng)機(jī)的人也有痹屹，但是具有第三類動(dòng)機(jī)的人就少了章郁，甚至可以說(shuō)是寥寥無(wú)幾。所以志衍，我們之所以缺乏創(chuàng)新型人才暖庄，除了缺乏好奇心和想象力之外，就是在價(jià)值取向上太急功近利楼肪，太功利主義培廓。急于求成的心態(tài)、成王敗寇的價(jià)值觀春叫，導(dǎo)致更多的抄襲肩钠、復(fù)制泣港，而較少真正的創(chuàng)新，更不太可能出現(xiàn)顛覆性創(chuàng)新价匠、革命性創(chuàng)新当纱。
The reality is that there are many people with the first type of motivation, there are people with the second type of motivation, but there are very few people with the third type of motivation, even very few people. Therefore, the reason why we lack innovative talents, apart from lack of curiosity and imagination, is that we are too utilitarian in value orientation. The mentality of eager to achieve success and the value of winning and losing leads to more copying and less real innovation, and it is less likely that there will be disruptive and revolutionary innovation.
改革不易，但變化令人鼓舞 The reforms have not been easy, but the changes are encouraging
基于以上的反思霞怀，我認(rèn)為創(chuàng)新人才的教育需要?jiǎng)?chuàng)新的教育模式惫东。
Based on the above reflection, I think the education of innovative talents needs innovative education mode.
我提出三條建議：第一，教育應(yīng)該創(chuàng)造更加寬松的毙石、有利于學(xué)生個(gè)性發(fā)展的空間和時(shí)間廉沮；第二，在教育中要更好地保護(hù)學(xué)生的好奇心徐矩、激發(fā)學(xué)生的想象力滞时；第三，在教育中要引導(dǎo)學(xué)生在價(jià)值取向上有更高的追求滤灯，避免短期功利主義坪稽。
I put forward three suggestions: First, education should create more relaxed space and time conducive to the development of students' personality; Second, we should better protect students' curiosity and stimulate their imagination in education. Thirdly, in education, students should be guided to pursue higher values and avoid short-term utilitarianism.
這就對(duì)教育改革提出了更高的要求。因?yàn)槟壳皩W(xué)生培養(yǎng)方案的設(shè)計(jì)多以學(xué)生掌握知識(shí)的深度鳞骤、廣度為出發(fā)點(diǎn)和考核點(diǎn)窒百，總覺(jué)得學(xué)生學(xué)得不夠多、不夠深豫尽，學(xué)得不夠?qū)嵱酶萆摇⒉粔蚯把亍５侨绻覀兏P(guān)心學(xué)生的好奇心和想象力美旧，更關(guān)注學(xué)生的價(jià)值取向渤滞，那么我們的教育模式就應(yīng)該有較大的改變。
This puts forward higher request to education reform. Because the current design of student training programs mostly take the depth and breadth of knowledge mastered by students as the starting point and assessment point, it is always felt that students have not learned enough, not deep enough, not practical enough, not cutting-edge enough. But if we pay more attention to the curiosity and imagination of students, and pay more attention to the value orientation of students, then our education model should be greatly changed.
在實(shí)踐中榴嗅，我也體會(huì)到改革是很不容易的妄呕，傳統(tǒng)的觀念、市場(chǎng)的壓力嗽测、社會(huì)的環(huán)境都是制約因素绪励。但是，對(duì)學(xué)生好奇心唠粥、想象力的關(guān)注优炬，在社會(huì)上得到越來(lái)越多的共鳴；學(xué)生的個(gè)性發(fā)展也被上升到越來(lái)越高的高度厅贪。這些都是令人鼓舞的變化。
In practice, I have also realized that reform is not easy. Traditional ideas, market pressure and social environment are all constraints. However, concerns about students' curiosity and imagination are gaining more and more resonance in society. Student personality development is also elevated to higher and higher heights. These are encouraging changes.
所以雅宾，我相信隨著中國(guó)經(jīng)濟(jì)進(jìn)一步發(fā)展养涮，隨著社會(huì)對(duì)創(chuàng)新人才需求的增加葵硕，創(chuàng)新人才教育將會(huì)發(fā)生深刻的變化。
Therefore, I believe that with the further development of China's economy and the increasing social demand for innovative talents, the education of innovative talents will undergo profound changes.
文章來(lái)源：一個(gè)時(shí)代的記錄
Source: Records of an Era
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