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Research on Artificial Intelligence Education Practice in Primary and Secondary Schools Based on STEAM Education Concept

Yifei Han

Urumqi NO.1 Senior high School, Urumqi 830022, Xinjiang, China.

*Corresponding author: Yifei Han

Published: 31 October 2022 How to cite this paper

Abstract

The development of economy promotes the arrival of the era of artificial intelligence, not only become an important part of People's Daily life, but also promote the rapid development of education, so that education reform and innovation. However, education develops with the development of the new era. With the increase of people's attention to the development of artificial intelligence education in primary and secondary schools, more stringent requirements are put forward for artificial intelligence education in primary and secondary schools, so as to cultivate students into qualified talents with good intelligence literacy. At the same time, in order to promote the better development of society, more talents with innovative ability and divergent thinking ability are needed, and STEAM education is suitable for it. Based on this, this paper introduces the practical research of artificial intelligence education in primary and secondary schools based on the concept of STEAM education in detail.

KEYWORDS: STEAM education concept, artificial intelligence education, in primary and secondary schools

References

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Zhang Panfeng, Zhang Nan. Research on artificial intelligence education model design of primary and secondary schools based on STEAM education [J]. Visual Education of Primary and Secondary Schools, 2022(01):11-14.

Zhou Jie, Cai Ran, Song Wei, Liu Lei. Artificial intelligence education of primary and secondary schools to carry out the plight and path probe [J]. Journal of computer education, 2022 (7): 7 to 11. DOI: 10.16512/j.carol carroll nki jsjjy. 2022.07.003.

How to cite this paper

Yifei Han. Research on Artificial Intelligence Education Practice in Primary and Secondary Schools Based on STEAM Education Concept. OAJRC Social Science, 2022, 3(3), 246-249.


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