This article explores a student project that researched the fourth industrial revolution and its impact on the workforce, and by extension, upon the needs of education. The fourth industrial revolution is the confluence of artificial intelligence, robotics/automation, and biotechnology. It is believed that this revolution will transform our global society and economy dramatically in the short and medium terms. Students who are in primary and middle school now will graduate into a world where up to 50% of current jobs no longer exist. These workforce changes are not only for lower skill jobs such as taxi drivers but also professional positions such as in the legal and medical professions. Such changes necessitate a transformation in education. This following discussion highlights the results of a joint student project hosted by the Aidi Innovation Lab and the American Senior Education (ASE) program. It includes Russell Hazard (Director of Teaching, Learning, and Innovation), Yang Yifan (VP of ASE), and student participants in the project.

　　以下是教与学创新中心总监Russell Hazard、爱迪国际中学部副校长杨一帆（Doreen）与参与项目的学生代表关于该项目的讨论。从中我们能够感受到真正的未来教育能够带给我们什么样的冲击和体验。
　　1) Project based learning is certainly an important current trend. What makes this program unique?项目式学习无可置疑是当前的一个重要趋势。 请问这个项目有何独特性？
　　Russ：The interdisciplinary methodology is pretty special because it utilizes a full university research protocol. We combined what the students were learning in AP Statistics and AP computer science with university level research methodology. The students were really interested in issues relating to AI and robotics in part due to our new Innovation Lab programming and so they started an investigation into the impact of the Fourth Industrial Revolution on the workforce and, by extension, on the needs of education.
　　跨学科的方法是其一大亮点，在这个项目中我们使用了一个完整的大学研究方案。我们将学生在AP统计学和AP计算机科学中所学的知识与大学水平的研究方法结合起来。课题源自于学生们对人工智能和机器人相关的问题的浓厚兴趣。这种兴趣来自于我们的创新实验室项目，使他们开始研究第四次工业革命对于未来劳动力的影响，进而涉及到对教育变革的需求。

　　杨逸宸：在这个项目中，我们有更多的自由，自己安排时间。主题是开课之后由我们学生自行讨论决定的，所以有点类似即兴表演，非常有趣。这门课更加成熟和持久，因为它可以为以后的学习创造更多有效的信息。没有任何固定的测试，我们完成项目的方式更加灵活。我们的最终评估是一种展示的形式，我们的大部分分数是通过自己的程序证明的。

　　Russ：
　　Well they used a standard university system of developing the central research question, engaging in a background literature review, using this knowledge to frame out their research design, collecting their data, analyzing it and developing their conclusions.
　　Teacher surveys, student surveys, and self surveys after completing a high level machine learning intensive course.
　　学生们使用了标准的大学系统来探索核心的研究问题，阅读了背景文献综述，利用这些知识构建他们的研究设计，收集他们的数据，分析它并得出他们的结论。此外，在完成了高水平的机器学习强化课程后，他们还尝试了自我调查（self servey）。
　　杨逸宸：我们选取了问卷调查的方式来研究人们对人工智能未来学习的偏好。从老师到学生，从过去的习惯到将来对新科技的态度，我们把问卷问题分成几类，以便在统计数据的时候更加全面。我们还采用交叉分析的方法分别从教师和学生中收集数据。
　　3) What were their findings?有什么样的重要发现？

　　Russ：Well, they uncovered a range of interesting findings. I think that some were relatively predictable, such as the fact that the vast majority of teachers believe that AI and technology will be incredibly important future fields of work. However, equally interesting was the need for so-called soft skills such as socio-emotional competency, and 21st century skills such as collaboration. In fact, despite the fact that about 45% of the student respondents said they were interested in technological courses such as robotics coding, a majority are still more interested in non-technological courses. This would indicate that we need to be thinking about transferable skills such as creative problem solving and project workflow experience across the full spectrum of courses so students of all types have an opportunity to develop core skills and dispositions.

　　Doreen：在老师的调查中我们发现，绝大多数老师都对人工智能时代表示乐观和欢迎，但普遍接触过编程的老师不是太多，但大家几乎都对学习新的技能抱有很高的热情。越年轻的老师在电子产品上花的钱越多，对编程的了解也越多。另外有一些有趣的发现，比如男老师比女老师更能接受和机器人恋爱，并且生活中对电子产品接触越多的人越能接受和机器人恋爱等等。
　　4) What did you do on the robotics course and why do you think it is useful?你们在机器人课程上做了什么，为什么你觉得它有用？
　　杨逸宸：通过学习Linux系统并将这些技能应用到实际问题中，我们获得了基本的工作流经验。我们每个人学习了程序员做笔记和一些理念知识例如:编码。同时，它也为我自己的专业选择做出了一些贡献。

　　Doreen：我觉得这五个男孩子们肯定最喜欢他们去学机器人编程的经历，但我倒是觉得一些软实力是更珍贵的，比如怎么把一个大的课题细分成子课题，怎样把一个问题看到更深更多面，怎么持续推进项目的进度，遇到困难需要怎么迂回、让步或是妥协等等。和他们调查结果一致，老师们也都认为在未来的人工智能时代，编程和逻辑这种硬实力要和沟通、情商这种软实力相结合，才能造就适应未来的人才。

　　Russ：Well, aside from the content knowledge and the discrete skills they learned, I think the most important is the real world nature of the research. This research methodology can be applied to a wide range of problems across disciplines and is used not only at the university level, but also at the senior leadership level in the workforce. Underneath an understanding of research lies an understanding of thinking and this level of depth is quite unusual at the high school level.
　　除了他们学到的内容知识和特定的技能外，我认为最重要的在现实世界中的研究的本质。 这种研究方法可以应用于跨学科的各种问题，不仅用于大学层面，而且用于劳动力的高层领导层面。 在对研究的理解之下，有一种对思维的理解，这种深度在高中阶段是非常不寻常的。
　　Doreen：我觉得在这个过程中他们得到了很多实践性的经验。比如如何设计问卷，如何把问卷上线，如何采集问卷，如何提高问卷的回收率，这些都是课本上学不到的。他们一开始把发问卷想得很简单，觉得他们作为学生，老师们一定会帮他们忙的，殊不知一开始的问卷回收率只有30%左右，也就是说十个人点开链接，只有三个人会真正做完，同学们才真正体会到问卷回收的困难并且做了一些改进，比方说带一点小零食送给做问卷的人，并且盯着对方完成。我觉得这种经验是完全在课堂里的课程中学不到的。

This article explores a student project that researched the fourth industrial revolution and its impact on the workforce, and by extension, upon the needs of education. The fourth industrial revolution is the confluence of artificial intelligence, robotics/automation, and biotechnology. It is believed that this revolution will transform our global society and economy dramatically in the short and medium terms. Students who are in primary and middle school now will graduate into a world where up to 50% of current jobs no longer exist. These workforce changes are not only for lower skill jobs such as taxi drivers but also professional positions such as in the legal and medical professions. Such changes necessitate a transformation in education. This following discussion highlights the results of a joint student project hosted by the Aidi Innovation Lab and the American Senior Education (ASE) program. It includes Russell Hazard (Director of Teaching, Learning, and Innovation), Yang Yifan (VP of ASE), and student participants in the project.

　　以下是教与学创新中心总监Russell Hazard、爱迪国际中学部副校长杨一帆（Doreen）与参与项目的学生代表关于该项目的讨论。从中我们能够感受到真正的未来教育能够带给我们什么样的冲击和体验。
　　1) Project based learning is certainly an important current trend. What makes this program unique?项目式学习无可置疑是当前的一个重要趋势。 请问这个项目有何独特性？
　　Russ：The interdisciplinary methodology is pretty special because it utilizes a full university research protocol. We combined what the students were learning in AP Statistics and AP computer science with university level research methodology. The students were really interested in issues relating to AI and robotics in part due to our new Innovation Lab programming and so they started an investigation into the impact of the Fourth Industrial Revolution on the workforce and, by extension, on the needs of education.
　　跨学科的方法是其一大亮点，在这个项目中我们使用了一个完整的大学研究方案。我们将学生在AP统计学和AP计算机科学中所学的知识与大学水平的研究方法结合起来。课题源自于学生们对人工智能和机器人相关的问题的浓厚兴趣。这种兴趣来自于我们的创新实验室项目，使他们开始研究第四次工业革命对于未来劳动力的影响，进而涉及到对教育变革的需求。

　　杨逸宸：在这个项目中，我们有更多的自由，自己安排时间。主题是开课之后由我们学生自行讨论决定的，所以有点类似即兴表演，非常有趣。这门课更加成熟和持久，因为它可以为以后的学习创造更多有效的信息。没有任何固定的测试，我们完成项目的方式更加灵活。我们的最终评估是一种展示的形式，我们的大部分分数是通过自己的程序证明的。

　　Russ：
　　Well they used a standard university system of developing the central research question, engaging in a background literature review, using this knowledge to frame out their research design, collecting their data, analyzing it and developing their conclusions.
　　Teacher surveys, student surveys, and self surveys after completing a high level machine learning intensive course.
　　学生们使用了标准的大学系统来探索核心的研究问题，阅读了背景文献综述，利用这些知识构建他们的研究设计，收集他们的数据，分析它并得出他们的结论。此外，在完成了高水平的机器学习强化课程后，他们还尝试了自我调查（self servey）。
　　杨逸宸：我们选取了问卷调查的方式来研究人们对人工智能未来学习的偏好。从老师到学生，从过去的习惯到将来对新科技的态度，我们把问卷问题分成几类，以便在统计数据的时候更加全面。我们还采用交叉分析的方法分别从教师和学生中收集数据。
　　3) What were their findings?有什么样的重要发现？

　　Russ：Well, they uncovered a range of interesting findings. I think that some were relatively predictable, such as the fact that the vast majority of teachers believe that AI and technology will be incredibly important future fields of work. However, equally interesting was the need for so-called soft skills such as socio-emotional competency, and 21st century skills such as collaboration. In fact, despite the fact that about 45% of the student respondents said they were interested in technological courses such as robotics coding, a majority are still more interested in non-technological courses. This would indicate that we need to be thinking about transferable skills such as creative problem solving and project workflow experience across the full spectrum of courses so students of all types have an opportunity to develop core skills and dispositions.

　　Doreen：在老师的调查中我们发现，绝大多数老师都对人工智能时代表示乐观和欢迎，但普遍接触过编程的老师不是太多，但大家几乎都对学习新的技能抱有很高的热情。越年轻的老师在电子产品上花的钱越多，对编程的了解也越多。另外有一些有趣的发现，比如男老师比女老师更能接受和机器人恋爱，并且生活中对电子产品接触越多的人越能接受和机器人恋爱等等。
　　4) What did you do on the robotics course and why do you think it is useful?你们在机器人课程上做了什么，为什么你觉得它有用？
　　杨逸宸：通过学习Linux系统并将这些技能应用到实际问题中，我们获得了基本的工作流经验。我们每个人学习了程序员做笔记和一些理念知识例如:编码。同时，它也为我自己的专业选择做出了一些贡献。

　　Doreen：我觉得这五个男孩子们肯定最喜欢他们去学机器人编程的经历，但我倒是觉得一些软实力是更珍贵的，比如怎么把一个大的课题细分成子课题，怎样把一个问题看到更深更多面，怎么持续推进项目的进度，遇到困难需要怎么迂回、让步或是妥协等等。和他们调查结果一致，老师们也都认为在未来的人工智能时代，编程和逻辑这种硬实力要和沟通、情商这种软实力相结合，才能造就适应未来的人才。

　　Russ：Well, aside from the content knowledge and the discrete skills they learned, I think the most important is the real world nature of the research. This research methodology can be applied to a wide range of problems across disciplines and is used not only at the university level, but also at the senior leadership level in the workforce. Underneath an understanding of research lies an understanding of thinking and this level of depth is quite unusual at the high school level.
　　除了他们学到的内容知识和特定的技能外，我认为最重要的在现实世界中的研究的本质。 这种研究方法可以应用于跨学科的各种问题，不仅用于大学层面，而且用于劳动力的高层领导层面。 在对研究的理解之下，有一种对思维的理解，这种深度在高中阶段是非常不寻常的。
　　Doreen：我觉得在这个过程中他们得到了很多实践性的经验。比如如何设计问卷，如何把问卷上线，如何采集问卷，如何提高问卷的回收率，这些都是课本上学不到的。他们一开始把发问卷想得很简单，觉得他们作为学生，老师们一定会帮他们忙的，殊不知一开始的问卷回收率只有30%左右，也就是说十个人点开链接，只有三个人会真正做完，同学们才真正体会到问卷回收的困难并且做了一些改进，比方说带一点小零食送给做问卷的人，并且盯着对方完成。我觉得这种经验是完全在课堂里的课程中学不到的。