中文导读 生成式AI进入课堂后，教师到底怎么用、遇到了什么麻烦？韩国教育开发院（Korean Educational Development Institute，KEDI）10月19日发布报告《人工智能的学校教育使用现状与争议分析》，调查了全国271名小学、初中和高中教师，《韩国中央日报》（JoongAng Ilbo）当天以韩文和英文报道。文章大致按“现象—问题—应对”展开：先给出使用频率（54.6%每周至少一次），再说明教师主要把AI用于备课和起草文件，而较少让学生直接使用或用来评判作业；接着列出“幻觉”（hallucination，即AI把错误信息说得像事实）、学习影响、个人数据等问题，再指出只有17.3%的教师熟悉相关规则，最后介绍研究者的建议和这项调查的局限。阅读时可留意 because、as a result、yet 等词如何把原因和转折连接起来，以及最后一段如何交代样本范围。
正文 For many teachers in South Korea , artificial intelligence is now part of an ordinary working week . A report released on October 19 by the Korean Educational Development Institute , a national education research body , surveyed 271 teachers at primary , middle and high schools across the country . It found that 54.6 percent use AI at least once a week , and 17.3 percent use it several times a day . Only 3 percent never use it .
本段译文 对韩国的许多教师来说，人工智能如今已是普通工作周的一部分。韩国一家国家级教育研究机构——韩国教育开发院于10月19日发布报告，调查了全国271名小学、初中和高中教师。结果发现，54.6%的教师每周至少使用一次AI，17.3%的教师每天使用多次。从不使用的只有3%。
Most teachers rely on general chatbots such as ChatGPT , Claude and Gemini , used by 94.5 percent . The most common job was planning lesson ideas and class activities , chosen by 39.2 percent . Next came making or changing teaching materials , worksheets and slides , at 36.2 percent , and writing first drafts of official documents reports and meeting notes , at 28.7 percent . Using AI to talk with students directly or to judge their work was much less common . The researchers believe this is because teachers prefer tasks where they can check and fix the results themselves
本段译文 大多数教师依靠ChatGPT、Claude和Gemini等通用聊天机器人，94.5%的受访者用过这类工具。最常见的用途是构思课程点子和课堂活动，有39.2%的教师选择了这一项。其次是制作或修改教学材料、练习单和幻灯片，占36.2%；以及起草公文、报告和会议记录，占28.7%。让学生直接与AI交流，或用AI评判学生作业的情况则少得多。研究人员认为，这是因为教师更愿意把AI用在自己能够检查并修改结果的任务上。
That care makes sense . The problem teachers met most often was false information that AI presents as fact , often called “hallucination ”, or answers produced in ways nobody could clearly see . Some 64.2 percent reported this problem . Another 42.8 percent worried that AI could harm student learning , and 40.6 percent pointed to risks around personal and sensitive data . Copyright and copying problems affected 35.4 percent , while 29.9 percent saw gaps between students in access to AI and in digital skills .
本段译文 这种谨慎是有道理的。教师最常遇到的问题，是AI把错误信息当作事实呈现，也就是常说的“幻觉”，或是答案的生成过程无人能看清。约64.2%的教师报告遇到过这一问题。另有42.8%的教师担心AI可能损害学生的学习，40.6%的教师指出了个人信息和敏感数据方面的风险。35.4%的教师遇到过版权和抄袭问题，29.9%的教师则看到学生之间在AI使用机会和数字技能上存在差距。
Yet teachers ’ use of the technology has grown faster than their knowledge of the rules . Only 17.3 percent said they were familiar with the laws policies and guidelines on AI in schools . About 45.4 percent said they did not know them , roughly 2.6 times as many . As a result , the researchers warned , problems are often left to the judgment of individual teachers . Heavier use could also add to their workload , because someone must check what AI produces
本段译文 然而，教师对这项技术的使用增长得比他们对相关规则的了解更快。只有17.3%的教师表示熟悉学校AI使用方面的法律、政策和指南。约45.4%的教师表示并不了解，人数约为前者的2.6倍。研究人员警告说，因此问题往往只能交由教师个人判断。使用增多还可能加重他们的工作负担，因为总得有人去核查AI生成的内容。
The report suggests several changes . It calls for clear answers on who should oversee AI use and who is responsible when something goes wrong . It also asks for a system to record , report and correct problems , and for a central office that keeps watching AI use in schools and adjusts policy
本段译文 报告提出了几项改变。它呼吁明确由谁来监督AI的使用，以及出现问题时由谁负责。报告还建议建立记录、报告和纠正问题的机制，并设立一个中央机构，持续关注学校里的AI使用情况并调整政策。
The survey is small , and about 69 percent of the teachers worked at schools officially chosen to lead in AI or digital learning , so the results may not describe every classroom . Still , they show a clear gap between daily practice and shared rules .
本段译文 这项调查规模不大，而且约69%的受访教师任职于被正式指定为AI或数字教育先行学校的学校，因此结果未必能反映每一间教室的情况。尽管如此，调查仍显示出日常实践与共同规则之间存在明显差距。
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