The Exploration Into Artificial Intelligence Education Based On Prolog In High School

With the rapid development of artificial intelligence and the deepening of its application, the artificial intelligence education begins to attract people's attraction. The General High School Curriculum Standard in Technology's Area published by ministry of education in 2003 sets up an elective module of artificial intelligence, including three subjects, like "knowledge and its expression", "reasoning and expert system" and "artificial intelligence language and problem solving". From then on, almost all the high schools in China launch the artificial intelligence education. However, since the artificial intelligence education in China is relatively late, the high school teachers' comprehension of artificial intelligence is somewhat weak and their teaching methods are not so scientific. Besides, the Prolog, as an important part of artificial intelligence, is similar to human beings' natural language. It is logical, easy to write and read. Thus, rudimentary computer programming is easy to acquire for those who are ignorant of this skill. On these grounds, this thesis explores the significance and feasibility of artificial intelligence education based on Prolog in the first place, and then elaborates on the teaching method corresponding to each subject, which inspires the high school teachers to ponder over the artificial intelligence education and provides some teaching methods helpful for the high school teachers.In accordance with the curriculum standard of artificial intelligence in high school and the author's teaching practice in Zhejiang Normal University, this thesis is laid out in the following ways:Chapter One makes a brief introduction of the development and application of the artificial intelligence, the rising of the artificial intelligence education, the functions of Prolog, and the research achievements, which are the research backgrounds for this study, and the foundations for the exploration of artificial intelligence education based on Prolog.Chapter Two explains the curriculum standard of artificial intelligence in high school, discusses the relationship between the course of artificial intelligence and the course of information technology, and indicates the goal and idea of this course. In the meantime, it puts forward the author's comprehension of this course, including the importance of the course of artificial intelligence, its links with the required course, and the deapth of its content. Chapter Two is the theory of this study, and the foundations for artificial intelligence education based on Prolog as well.Chapter Three focuses on the teaching methods of artificial intelligence education based on Prolog, and demonstrates its feasibility and significance in detail. Then it proves the feasibility of artificial intelligence education based on Prolog through case study, namely "expression of knowledge and Prolog", "expert system and Prolog", and "problem solving and Prolog".Chapter Four puts forward three different teaching methods corresponding to three subjects of artificial intelligence. The subject of "knowledge and its expression" applys the teaching method of case study, the subject of "reasoning and expert system" adopts the teaching method of cognitive apprenticeship while the subject of "the language of artificial intelligence and problem solving" employs the teaching method based on problems. And Chapter Four is also devoted to the feasibility of three teaching methods used for three subjects and the steps of teaching practice. Moreover, in consideration of the author's teaching practice, Chapter Four gives three typical cases of teaching.