Frontiers in Educational Psychology, 2023, 4(1); doi: 10.38007/JEP.2023.040109.
Fang Han
School of Education, Fuzhou University of International Studies and Trade, Fuzhou 350000, Fujian, China
The concept of general education has been widely promoted and accepted since the 21st century and has been promoted in many colleges and universities. However, in the process of continuous practice and development of general education, its effect is far from reaching the original goal, and some problems have been exposed in curriculum design, classroom effect and teaching quality. Although there are many reasons for the above problems, the imperfect evaluation system of general education is also one of the factors that cannot be ignored. The establishment of a sound evaluation system for general education is the key to solving these problems. Only by solving the four major problems of “why to evaluate”, “who would evaluate”, “what to evaluate”, and “how to evaluate”, can these problems be fundamentally solved. Long-term growth for general education may only be attained in this manner. The importance of general education for higher vocational education to develop abilities has increased with the arrival of the Artificial Intelligence (AI) age. The general education in higher vocational education should focus on computer application skills, civic consciousness, and “whole person” education in order to satisfy the demands of contemporary growth. This study examined the need for and urgency of comprehensive literacy instruction in general education in colleges and universities based on the fuzzy theory of AI technology, so as to describe general education might include the benefits of AI technology. The resources and methods of general education were optimized, and the effectiveness of general education in comprehensive quality education was improved. The findings demonstrated that the evaluation system model for general education in colleges and universities based on AI could not only increase evaluation accuracy by 6.38%, but also support students’ individualized learning and cater to their needs in order to realize the goal of teaching and learning and more effective comprehensive quality education.
General Education Evaluation, Artificial Intelligence, Higher Vocational Colleges, Internet of Things
Fang Han. Investigation of the Evaluation System of General Education in Higher Vocational Colleges under the Artificial Intelligence Environment. Frontiers in Educational Psychology (2023), Vol. 4, Issue 1: 80-93. https://doi.org/10.38007/JEP.2023.040109.
[1] Solas, Eddia, and Frances Sutton. "Incorporating Digital Technology in the General Education Classroom." Research in Social Sciences and Technology 3.1 (2018): 1-15.
[2] Brown, Tiara Saufley, and Tina L. Stanton‐Chapman. "Experiences of paraprofessionals in US preschool special education and general education classrooms." Journal of Research in Special Educational Needs 17.1 (2017): 18-30.
[3] Nilsen, Sven. "Special education and general education–coordinated or separated? A study of curriculum planning for pupils with special educational needs." International Journal of Inclusive Education 21.2 (2017): 205-217.
[4] Hampf, Franziska, and Ludger Woessmann. "Vocational vs. general education and employment over the life cycle: New evidence from PIAAC." CESifo Economic Studies 63.3 (2017): 255-269.
[5] Floress, Margaret T. "General education teachers’ natural rates of praise: A preliminary investigation." Behavioral Disorders 43.4 (2018): 411-422.
[6] Lee, Youngho. "An analysis of the influence of block-type programming language-based artificial intelligence education on the learner’s attitude in artificial intelligence." Journal of the Korean Association of information Education 23.2 (2019): 189-196.
[7] Kim, Kapsu. "An artificial intelligence education program development and application for elementary teachers." Journal of The Korean Association of Information Education 23.6 (2019): 629-637.
[8] Shin, Seungki. "A study on the framework design of artificial intelligence thinking for artificial intelligence education." International Journal of Information and Education Technology 11.9 (2021): 392-397.
[9] Wollowski, Michael, Todd Neller, and James Boerkoel. "Artificial intelligence education: Editorial introduction." AI Magazine 38.2 (2017): 5-6.
[10] Shin, Seungki. "Designing the framework of evaluation on learner’s cognitive skill for artificial intelligence education through computational thinking." Journal of The Korean Association of Information Education 24.1 (2020): 59-69.
[11] Kauffman, James M. "Inclusion of all students in general education? International appeal for a more temperate approach to inclusion." Journal of International Special Needs Education 21.2 (2018): 1-10.
[12] Scott, Terrance M. "Training classroom management with preservice special education teachers: Special education challenges in a general education world." Teacher Education and Special Education 40.2 (2017): 97-101.
[13] Raley, Sheida K., Karrie A. Shogren, and Annette McDonald. "How to implement the self-determined learning model of instruction in inclusive general education classrooms." Teaching Exceptional Children 51.1 (2018): 62-71.
[14] Taub, Deborah A., Jessica A. McCord, and Diane L. Ryndak. "Opportunities to learn for students with extensive support needs: A context of research-supported practices for all in general education classes." The Journal of Special Education 51.3 (2017): 127-137.
[15] Kim, Soohwan. "Review on artificial intelligence education for K-12 students and teachers." The Journal of Korean association of computer education 23.4 (2020): 1-11.
[16] Moos, Lejf, and Theo Wubbels. "General education. Homogenised education for the globalized world?." Zeitschrift für Erziehungswissenschaft 21.2 (2018): 241-258.