Collaborate to explore the boundaries of using AI
Nowadays, AI tools are becoming more and more abundant and more and more “intelligent”, and some universities have tried out or introduced relevant regulations or methods to put forward exploratory norms in the “use of AI tools by students”.
The Academic Affairs Office of Fudan University gave some suggestions. On the one hand, it hopes that students can improve their work efficiency, such as allowing the use of AI in literature retrieval and sorting, data processing, etc. On the other hand, students are also encouraged to learn and use some AI tools. In the age of AI, we must learn to use AI tools, but we must clarify the boundaries. Students should learn to think for themselves when it comes to originality, innovation, and the key elements of the subject matter.
The TV School of the Communication University of China said that it is not necessary to completely eliminate the use of AI by college students, and it is necessary to guide them to master and make reasonable use of such scientific and technological means. In daily teaching, it will also teach students how to use AI to generate animation, posters, etc., to improve their innovation. At the same time, students are often reminded that AI software has not reached the degree of “Midas touch” in content generation, when the user does not fully understand and master its underlying logic, it is very easy to be found by relying solely on AI to write homework.
The Key Laboratory of Industrial and Information Rule of Law Strategy and Management of the Ministry of Industry and Information Technology proposed that the auxiliary role of AI in academic papers mainly includes three aspects: academic paper polishing, review assistance, and editorial feedback optimization. The boundary of the reasonable application of AI is that AI should be a icing on the cake for paper writing, the main content and core ideas of the paper should be written by the students themselves, and AI is only to further improve the details of the paper on the basis of the existing paper results. At the current level of technology, it is unlikely that most AI products will directly generate graduation papers that meet academic requirements in the short term.
In the face of major historical opportunities for the development of artificial intelligence, the national level has introduced a number of relevant policies to explore the establishment of more complete artificial intelligence laws and regulations, ethical norms and policy systems. At the same time, the Ministry of Education has also issued the Action Plan for Artificial Intelligence Innovation in Colleges and Universities, which requires the exploration of paths and methods for the integration of artificial intelligence technology and educational environment, teaching mode, teaching content, teaching methods, educational management, educational evaluation, and educational research. At present, how to follow the law of education and the law of talent growth, and clarify the boundaries of students’ use of AI has strong practical significance, and multi-subjects such as governments, universities, teachers and enterprises must work together.
The government should set the “high line” of policy. At present, the application of artificial intelligence in education is ubiquitous and ubiquitous, and students are completely in an intelligent environment. The government should study and establish a more perfect policy system from the macro aspects of laws, regulations, ethics, etc., which not only includes how to promote the development of artificial intelligence technology, but also states the basic position, clarifies the basic principles, studies and judges the basic situation in the use and application of artificial intelligence, and leads the whole society to care about and support the application of artificial intelligence.
Universities should define the “bright line”. Colleges and universities are important fields where basic theory research of artificial intelligence, core technology innovation, integration of production, learning and research, high-level talent teams and science and technology think tanks converge, and they are also strategic places to comprehensively improve the quality of independent talent training and achieve scientific and technological self-reliance, with comprehensive advantages of multi-disciplinary, interdisciplinary and cross-disciplinary. Colleges and universities should start from the characteristics of the deep integration of artificial intelligence technical attributes and social attributes, and clearly give relevant suggestions for students to use AI tools. For example, the relevant policy issued by Fudan University is an academic standardized education for students based on the reality, which is conducive to guiding students to avoid academic risks.
Teachers must set the “line” of operation. Teachers are actors in the era of artificial intelligence, facing multiple challenges such as role remodeling, ability improvement and direction control. Teachers are also the people who have the closest contact with students and are the first gatekeepers of students’ academic works. As the leader of students’ academic road, teachers have the responsibility to emphasize the importance of academic norms from the moment students enter the school, and gradually guide students to use AI within a reasonable and compliant scope. Through hands-on demonstration, students are guided and stimulated to innovate ideas and create knowledge.
Enterprises should draw the “bright line” of innovation. Although universities have introduced regulations, the accuracy of AI detection tools has become an urgent problem to be solved. According to media reports, researchers have tested 14 AI detection tools on the market, and the results show that the average accuracy of these tools is only 67.2%, and the highest is 81%. In addition, some students said in the news report that the passage of their graduation thesis during the undergraduate period has contained AI detection content, but the school’s AI detection tools are not accurate, and often misjudge the content written by students as AI generation, which has brought no small trouble to students. This reminds relevant technology research and development enterprises that they should constantly iterate and upgrade relevant artificial intelligence tools to better serve knowledge production.
In the era of artificial intelligence, we must face and apply AI tools positively. Multi-subject interaction and collaborative exploration build the “visible” boundary of students’ use of AI. In this way, we can promote the combination of students’ learning and use, the unity of thinking and action, and the “bottom line” of using AI.

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