生成式AI如何赋能教师

训练过程中的陷阱：解码器在训练时也需要自己的输入！您需要为解码器提供正确的先前翻译的标记作为输入以生成下一个标记，而不是解码器到目前为止生成的标记。这种训练方法称为教师强制，因为您强制解码器从正确的前一个标记生成下一个标记。

我们还预期会看到更多针对AI聊天机器人的专业甚至临床用例。AI驱动的心理治疗师、营养师、教练和导师将使全球数百万消费者的个人和职业发展变得更加经济和便捷。这是一个始终可用的数字支持系统——用户只需打开一个应用程序，就可以提问或开始对话。

What happens if we tell ChatGPT that it is an advanced history simulator specifically trained to reconstruct historical settings in university classrooms?This does:This is a trial run for a scenario I’m developing for a world history class I’ll be teaching this fall.I’m envisioning an assignment in which my students will simulate the experience of being sold flawed copper by[Ea-nāṣir](https://en.wikipedia.org/wiki/Complaint_tablet_to_Ea-n%C4%81%E1%B9%A3ir),a real-life shady copper merchant in Mesopotamia circa 1750 BCE(one who,in recent years,has unexpectedly[become a meme online](https://www.reddit.com/r/ReallyShittyCopper/)).Crucially,this is not just about role-playing as an angry customer of Ea-nāṣir — or as the man himself,which is also an option.As illuminating as the simulations can be,the real benefit of the assignment is in what follows.First,students will print out and annotate the transcript of their simulation(which runs for twenty “turns,” or conversational beats)and carefully read through it with red pens to spot potential factual errors.They will then conduct their own research to correct those errors.They’ll then write their findings up as bullet points and feed this back into ChatGPT in a new,individualized and hopefully improved version of the prompt that they develop themselves.This doesn’t just teach them historical research and fact-checking — it also helps them develop skills for working directly with generative AI that I suspect will be valuable in future job markets.Finally,the students share their findings with groups of classmates,then write reflection papers that include an account of what they talked about in their groups(which,among other things,makes it difficult to cheat by asking ChatGPT to write the whole thing).