Персонализированное обучение химии с ИИ: опыт, анализ и рекомендации
DOI:
https://doi.org/10.47526/3107-3123.411Ключевые слова:
искусственный интеллект, химическое образование, цифровые технологии, персонализированное обучение, ChatGPT, преподавание химии, нейросети.Аннотация
Современное химическое образование сталкивается с необходимостью адаптации к быстро развивающимся цифровым технологиям. Одним из наиболее перспективных направлений является внедрение инструментов искусственного интеллекта (ИИ) в учебный процесс. Настоящая статья посвящена анализу возможностей и ограничений применения ИИ в преподавании химии на уровне высшего образования. Рассматриваются примеры использования нейросетей и интеллектуальных платформ (таких как ChatGPT, Copilot, ChemAl и др.) в целях объяснения сложных понятий, решения задач, моделирования химических процессов и формирования персонализированных траекторий обучения. На материале педагогического эксперимента с участием 63 студентов химических направлений ЮКИУ им. М.Ауэзова (экспериментальная и контрольная группы) установлено статистически значимое (p < 0,01) повышение успеваемости на 10,4 балла при использовании ИИ-инструментов (ChatGPT, ChemAI, WolframAlpha). В рамках исследования были собраны и проанализированы данные анкетирования студентов и преподавателей, что позволило выявить ключевые тренды, барьеры и ожидания, связанные с ИИ в обучении. Полученные результаты свидетельствуют о высоком интересе к цифровым инструментам, но одновременно подчёркивают опасения, связанные с возможной утратой критического мышления, зависимости от технологий и нарушением академической честности. В статье предложены рекомендации по эффективной и этически обоснованной интеграции ИИ в химическое образование, а также обозначены направления для дальнейших исследований, направленных на повышение качества и доступности обучения химии в условиях цифровой трансформации.
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