人工智能时代、大数据时代已然来临。随着大数据、人工智能等前沿技术的不断变革与发展，人类数字 化生存样态正加速形成。当前，高校思想政治教育正处于由传统向现代转型的关键阶段，以精准的教育 教学模式满足教育对象日益增长的个性化需求，不仅是新时代高校思想政治教育创新发展必须深刻思考 的重要命题，也是达成全员、全程、全方位育人和创新"十大育人"体系的客观要求与实现高校思想政治 教育工作高质量发展的重要问题。 转自：成都日报锦观 人工智能推动高校精准思政提质增效 □张莉 封亚欣 人工智能时代，数字素养已然跃升为高校思想政治教育领域不可或缺的战略资源，为教育决策提供着坚 实可靠的科学依据。教师角色正从知识传递者转向学习设计者，传统师生关系与知识传授方式由于数字 技术的深度融入而重构，需要重点廓清数字时代教师"教什么"与"如何教"的核心命题，破除教师对数字 素养的碎片化认知。 教师的数字素养不仅涵盖对数字技术知识与技能的浅层次掌握，而且包括数字化意识、数字社会责任以 及专业发展的深层次素养，要求教师敏锐感知数字技术在思想政治教育的潜在价值和应用趋势，不断提 升教学创新能力。教师数字素养的提升依赖教师积极参与教育技术、人工智能 ...

据报道，社交平台上的"AI霸总"，其人设和内容多经过精心设计，精准围猎缺乏关心的老年人。他们记 得"姐姐们"年轻时的付出，会突然出现在视频里递上金镯子，"把以前的礼物都补上"；他们理解独居老 人的孤独，凌晨3点还在评论区回复"小老太太怎么还不睡？"许多老年用户信以为真，在评论区感谢"AI 霸总"的关心，甚至还会留下自己的地址和联系方式。不法分子通过嘘寒问暖、提供情绪价值等方式， 一步步实施心理操控，激发老年人非理性消费和投资行为，本质上就是利用银发群体的情感需求，牟取 不当利益。 弥合数字鸿沟，提升数字素养，让老年人融入互联网生活，是积极应对人口老龄化的必答题，也考验着 公共服务的"绣花功夫"。这需要各地各部门拿出实招硬招，针对老年群体特点，开展通俗易懂的数字技 能和防骗培训，把知识送进社区、送到家门。更要通过丰富线下线上精神文化生活、搭建社交平台，用 真实的陪伴与关怀填补情感空白，让银发群体在数字时代乐享晚年。 近日，社交平台上出现了一些看起来儒雅多金的中老年帅哥，他们一口一个"亲爱的姐姐"，或站在豪宅 里递上珠宝，或单膝下跪面向屏幕求婚。此类作品左下角一般会标注"内容由AI生成"，但许多老年用户 对此并无 ...

Core Viewpoint - The rapid development of digital technology and platform economy is enabling ordinary individuals to realize their dreams and create value through lower costs and easier access to entrepreneurial opportunities [1] Group 1: Digital Technology and Economic Opportunities - Digital technologies such as big data, blockchain, and generative AI are lowering the barriers to entrepreneurship and innovation, allowing individuals to generate income more conveniently [1] - Internet platforms are breaking down barriers, facilitating the flow of information, and enabling people to access news and connect with each other more equitably [1] Group 2: Risks and Challenges - The effectiveness of technology depends on its usage, guidance, and regulation; improper use can lead to risks such as the digital divide, reinforcing stereotypes, privacy violations, and social issues [1] - There is a concern that ignoring the digital divide may lead to feelings of abandonment among vulnerable groups, and that AI could exacerbate biases and societal divisions [1] Group 3: Ensuring Healthy Development of the Internet - Continuous healthy development of the internet is crucial, emphasizing the importance of "technology for good" [2] - Strengthening digital infrastructure, including 5G, data centers, and the digital transformation of traditional infrastructure, is essential for equitable access to technology [2] Group 4: Ethical and Social Responsibility - It is important to integrate moral and social responsibility into the development and application of digital technology, advocating for core socialist values [2] - Short video platforms should optimize algorithms to promote fair resource distribution while showcasing humanistic values and fulfilling corporate social responsibility [2] Group 5: Enhancing Digital Literacy and Skills - There is a need to enhance public digital literacy and individual competency in the digital age through various training programs offered by government, schools, and social organizations [3] - Platform companies should take responsibility for providing training to help ordinary users adapt to the digital environment [3] Group 6: Protecting New Employment Forms - The growth of the platform economy has led to an increase in new employment forms, which face challenges such as labor relationship recognition and inadequate social security [3] - It is necessary to improve legal frameworks to clarify the rights and obligations between platform companies and workers, ensuring labor rights are legally protected [3]

Core Insights - The article discusses the shift in internet usage among Chinese youth, highlighting the dominance of mobile devices over traditional PCs in their daily lives [3][5]. - It emphasizes the importance of basic computer skills despite the prevalence of smartphones, suggesting that understanding computer logic remains essential for productivity [5][6]. Group 1: Internet Usage Trends - As of June 2025, China is projected to have 1.123 billion internet users, with 1.116 billion accessing the internet via mobile devices, indicating a clear preference for smartphones [3]. - The average number of computers per 100 households in China is expected to be 44.8, while the average number of mobile phones is 253.5, suggesting that individuals often own multiple mobile devices [3]. Group 2: Skills Gap and Digital Literacy - Many young people, despite being termed "digital natives," struggle with basic computer operations such as file extraction, software installation, and keyboard shortcuts [3][5]. - The article argues that while smartphones can handle many daily tasks, understanding computer fundamentals is crucial for enhancing productivity and developing problem-solving skills [5][6]. Group 3: Adaptability and Learning - The rapid advancement of technology creates ongoing skill gaps, but the ability to quickly adapt and learn new skills is highlighted as a valuable trait [6]. - The article suggests that the most important digital literacy for young people is not specific skills but rather the ability to integrate information and learn rapidly in a resource-rich environment [5][6].

Group 1 - The core viewpoint of the article emphasizes that digital technology is a key driver for the transformation and development of higher education, with teachers' digital literacy being crucial for high-quality educational development [1] Group 2 - The construction of a digital campus is essential for supporting teachers' transformation, which includes enhancing digital infrastructure, improving network coverage, and creating intelligent interactive teaching spaces [2] - The establishment of a private cloud for unified resource management and efficient computing power supply is necessary for data center development [3] Group 3 - A new teacher training model is proposed to enhance digital literacy, focusing on developing human-machine collaboration skills through a structured training system [4] - A tiered development path for teachers is outlined, emphasizing skill mastery for novice teachers and encouraging advanced teachers to lead in digital resource sharing and academic exchanges [5] Group 4 - A robust institutional support system is critical for enhancing teachers' digital literacy, combining rigid policies with flexible cultural elements to create a supportive environment for teacher development [7] - The promotion of a collaborative and mutually supportive atmosphere among teachers is encouraged, leveraging the strengths of experienced teachers to guide younger ones in digital tool usage [8]

Core Viewpoint - The rise of programming clubs in UK schools highlights the importance of AI literacy among children, as experts warn of a potential societal divide between those who understand AI and those who do not [1][3]. Group 1: AI Literacy and Education - Philip Colligan, CEO of the Raspberry Pi Foundation, emphasizes that AI literacy must become a fundamental part of education, akin to reading and writing, to prevent societal division [3]. - Simon Peyton Jones, a computer scientist, advocates for a new digital literacy qualification for students to ensure they can critically use AI, warning that ignorance of AI's workings could diminish their autonomy [5]. - There is a concerning decline in the number of students taking computer science courses in the UK, with a significant drop in GCSE candidates, while AI system usage has surged by 78% in the past year [5]. Group 2: Concerns Over AI Automation - Some large AI companies claim that programming skills are becoming obsolete due to automation, with Anthropic's CEO stating that 90% of their code is generated by AI [6]. - Colligan argues against the notion that children no longer need to learn programming, stating that understanding decision-making processes in automated systems is crucial for defending one's rights [8]. - There is a risk that children from disadvantaged backgrounds may miss out on AI literacy education, leading to a disparity in societal power dynamics [8]. Group 3: Impact of AI on Daily Life - Children aged 7 to 10 in programming clubs are learning about AI, which is influencing their understanding of technology [10]. - Colligan warns that while AI can be beneficial, reliance on its judgments without critical understanding can lead to negative consequences [10].

Core Viewpoint - The article discusses the challenges faced by educators in teaching the "screen generation" critical thinking skills to navigate social media and artificial intelligence (AI) content, emphasizing the need for improved digital literacy education in schools [1][2][3]. Group 1: Challenges in Education - Many social media platforms in the U.S. have ineffective content moderation policies, leading to the viral spread of misinformation and a decline in trust among individuals [2]. - A survey conducted by a nonprofit organization revealed that 80% of 1,110 teenagers encountered conspiracy theories on social media, yet only 40% received media literacy education in school [2]. Group 2: Educational Initiatives - California education officials plan to establish specific standards for enhancing students' digital literacy by late 2026, with educators like Valerie Ziegler leading the charge [3]. - Ziegler and her peers are integrating nonprofit curricula and updating existing courses to include AI-related content, focusing on practical classroom exercises to help students verify information [3]. Group 3: Student Experiences and Legislative Actions - Students are becoming more aware of the nuances in AI-generated content, with some recognizing flaws that help distinguish real from fake videos [4]. - Policymakers are increasingly addressing the need for digital literacy courses, with at least 25 states approving legislation to introduce social media literacy classes, although many new regulations lack enforcement mechanisms [4].

广西实施了全区中小学教师信息技术应用能力提升工程2.0，推动中小学教师信息技术应用能力培训全 员覆盖。组织开展"数字素养校园行"和"师生数字素养与技能提升专项行动"等系列活动，师生数字素养 显著提升。两所高校入选国家全民数字素养与技能培训基地，7所高校和职业学校入选广西全民数字素 养与技能培训基地。 广西出台了《广西推进人工智能赋能教育行动方案（2025—2027年）》，重点加强中小学人工智能通识 教育，培育人工智能赋能教、学、研、管、评等教育应用场景，建设教育部中小学人工智能教育基地17 个。 下一步，广西将围绕教育强区建设目标，深入推进人工智能赋能教育行动，不断扩大优质教育资源的受 益面，推进教育公平和高质量发展。 原标题：广西面向各学段加强人工智能教育 来源：中国教育报 近日，记者从广西举行的"高质量完成'十四五'规划"系列主题新闻发布会上了解到，2025年秋季学期 起，广西面向全区普通本科高校所有新生开设了人工智能通识课。 "十四五"以来，广西深入推进国家教育数字化战略行动，加快推进人工智能赋能教育强区建设，建设了 广西教育网，推进各类学校数字化教学终端配备和更新，中小学宽带网络和多媒体教学设备实现全 ...

Core Viewpoint - Australia has implemented a social media ban for individuals under 16 years old, marking the first legislative action globally to enforce a minimum age for social media usage [1][11]. Legislative Background - The Australian Parliament passed the "2024 Cybersecurity (Minimum Age for Social Media) Amendment" in November 2024, requiring specific social media platforms to take "reasonable measures" to prevent users under 16 from creating accounts [4][14]. - Prior to the law's passage, the South Australian government announced in May 2024 plans to prohibit social media use for those under 14, based on a report by former High Court judge Robert French, which emphasized the need for social media companies to take systemic responsibility [4][14]. Political Considerations - Prime Minister Albanese expressed the need for strong action without haste, while opposition leader Peter Dutton supported age verification measures, promising to implement the ban within 100 days if elected [5][15]. - Public support for the ban has grown, with a YouGov poll indicating that 61% of respondents favored restricting social media for those under 16 in August 2024, rising to 77% by December 2024 [5][15]. Implementation Challenges - There are concerns regarding the effectiveness of the ban, particularly regarding age verification methods, as minors may circumvent restrictions by using parental information or fake accounts [6][16]. - Social media platforms have indicated compliance with the ban, offering options for users under 16 to deactivate or delete their accounts, but the specifics of "reasonable measures" for enforcement are left to the platforms [6][16]. Societal Implications - Experts warn that the ban could lead to unintended consequences, such as minors seeking alternative platforms that lack content moderation, potentially exposing them to harmful content [6][16]. - The debate also includes concerns about the impact of the ban on the development of digital literacy among youth, which is essential for navigating a technology-driven future [8][18]. Multi-Stakeholder Responsibility - There is a call for a collaborative approach involving parents, schools, and youth to create a supportive ecosystem for managing social media use [9][19]. - The "Youth Mode" implemented in China serves as a model, incorporating usage limits, content moderation, and parental controls to protect minors while promoting healthy digital engagement [9][20].

首先，禁令不合理地限制了未成年人数字权利。《儿童权利公约》明确儿童享有发展权、受保护权与参 与权，为未成年人数字权利构建提供重要框架。未成年人数字权利涵盖数字接入权、自主权、发展权与 受保护权等，当前主流观点认为，对未成年人数字权利不应只重"保护"，更需注重"赋能"。禁止使用社 交媒体会不合理限制其数字权利，易使其在社交层面与时代脱节，不利于人格健全发展，也难以适应快 速发展的数字化社会。 未成年人作为数字时代原住民，社交媒体已成为其获取信息、开展社交的重要载体。据2024年《第6次 中国未成年人互联网使用情况调查报告》显示，2023年我国未成年网民规模达1.96亿人，互联网普及率 高达97.3%。近期，澳大利亚针对16岁以下人群出台全球最严未成年人"社媒禁令"，引发广泛讨论。该 禁令初衷虽为保护未成年人身心健康，但其实际效果尚待验证，从必要性与可行性来看，既违背数字时 代发展规律，也不符合未成年人成长需求。 其次，禁令阻碍未成年人数字素养提升。数字素养是青少年未来发展的核心素养，而其形成离不开实 践。正如"要学会游泳，必先下水"，未成年人有强烈的社交与娱乐需求，单纯禁令无法消除这一需求， 只会迫使需求转移至 ...