如何使用AI进行中学历史教学，详细些

推荐一篇文章，一个历史老师用GPT给学生讲课，https://resobscura.substack.com/p/simulating-history-with-chatgpt亮点有两个：1、通过GPT生成一个"沉浸式"历史片段游戏，让学生扮演一个角色"设身处地"的做决策。2、学生的作业是找出GPT的错误。可以试试这个案例，明朝灭亡，南京，1645年5月（GPT3.5）https://chat.openai.com/share/86815f4e-674c-4410-893c-4ae3f1b7412e/continue（文科生未来的作业越来越难了）英文版本：Since January of 2023,I’ve been experimenting with using large language models(LLMs)like ChatGPT as a teaching tool in my history classes at UC Santa Cruz.I’ve been thinking about the implications of AI in teaching since I first began using GPT-2 back in 2019.I have also been following along avidly as my wife[Roya Pakzad](https://www.royapakzad.co/)works on testing the human rights impacts of AI systems(Roya was a consultant for OpenAI in 2022,where she served on the“red team”for adversarial testing of a pre-release version of GPT-4;you can read her account of that work[here](https://royapakzad.substack.com/p/old-advocacy-new-algorithms)).What follows are some thoughts about what I believe to be a novel use of LLMs:using them to simulate interactive historical settings as part of a university assignment.The results of these early trials are why I am personally much more excited about generative AI than many of my colleagues—though I also concede that in the short term,cheating will be a major problem.

In the second half of this post,I go into detail about what exactly I mean by“simulating history.”I am under no illusions that these simulations are accurate:they are littered with confidently-stated falsehoods and hallucinations.Sometimes,though,hallucinations can be a feature,not a bug.At the end of this post,I include links to detailed prompts which you can use to simulate different historical settings,or customize to use with[Claude](https://claude.ai/chats)or[ChatGPT](https://openai.com/chatgpt)(the free versions of both work about equally well,though GPT-4 works best).I invite readers to share their experiences in the comments.

If you’re teaching an art class,you might not want AI-generated images but you might embrace AI-generated images in a history class where students work on making infographics to demonstrate their understanding of macroeconomics principles.It might feel like cheating for a student in a film class to use AI for video editing but the AI-generated jump cuts might save loads of time in a science class where students demonstrate their learning in a video.In a film class,it’s critical for students to learn how to edit by hand in order to tell a story.In science,AI-generated jump cuts allow students to create videos quickly so they can focus on the science content.I also want to recognize that some of what students learn can and will become obsolete.I’m pretty sure I didn’t actually need to memorize the state capitols,for example.Which leads me to the next question...But What If We Don’t Need That Skill Anymore?I grew up in an era where teachers were moving away from memorization.We still had to memorize math facts and,for some reason,state capitols.I’ve never visited a state and thought,“Man,I really need to see the capitol.”If I’m Nevada,I’m not like,“Screw Vegas,I’m going to Carson City!”But,for the most part,we had moved past memorization.We were now in a largely print-based culture and memorization just wasn’t too important anymore.For many people,this tradeoff is a good thing.Why memorize it if you can access the knowledge with technology?However,when I was in college,I decided to memorize key texts that I wanted with me at all times.I memorized Bible verses and Shakespearan stanzas.I memorized an ee cummings poem and a quote from bell hooks.I memorized Stoic passages and the every word of the Bill of Rights.