2026全球中小学人工智能教育支撑环境蓝皮书

A Note on Method: How This Report Was Produced with AIAssistance AI-SLI·Produced with AI Assistance This blue book represents a systematic exploration by AI-SLI into AI-assisted knowledge production.Throughout its development, generative artificial intelligence served as a research assistant under thedirection and oversight of the research team, undertaking four kinds of labour-intensive work. First,evidence-based research and data verification: fanning out multi-source searches across primarypolicy texts, international-organisation reports, authoritative surveys, and academic literature; tracingevery policy-document number, survey statistic, and indicator cited in this volume to its primarysource, cross-checking it, and issuing corrections where warranted; and systematically mapping thelatest K-12 AI-education policies of China, the United States, the European Union, and internationalbodies such as UNESCO and the OECD. Second, theoretical anchoring and literature synthesis:mapping the domestic and international research lineage on literacy frameworks, curriculum design,human–AI co-learning pedagogy, process-oriented assessment, and governance mechanisms;comparing and cross-verifying differing frameworks and survey conventions across sources; andbuilding on this basis the report's “literacy–curriculum–human–AI collaboration–assessment–governance” analytical framework. Third, drafting, figure generation, and citation management:composing the chapters and rendering the policy-comparison and data figures to a unifiedspecification, and maintaining a fully traceable citation apparatus with graded credibility annotations.Fourth, a parallel bilingual edition: producing semantically aligned Chinese and English versionsunder a controlled terminology glossary. We state plainly that the role of AI here was to carry out the labour-intensive work of searching,drafting, illustrating, and managing citations; the choice of subject, the judgements of value, thescholarly assessments, and the final conclusions were directed and vouched for by the research team.Every datum and policy cited is required to be real and independently verifiable, and every surveyfigure is required to state its issuing institution and methodology and must not be added acrosssurveys with differing conventions. We offer this report as a forward-looking reference workflow forcolleagues across education to scrutinise and improve upon—a sincere experiment in a newparadigm of knowledge production, and in no way a substitute for expert judgement or peer review. Table of Contents Chapter 1 Introduction: The Shift from "Enabling Infrastructure" to an AI-Native Paradigmfor K-12 Education.........................................................................................................................11.1 Origins: A Decade of Change Since the First White Paper......................................................11.2 Core Thesis: Reconstructing What "Enabling Infrastructure" Means.......................................21.3 Three Independent Strands of External Evidence for the Paradigm Shift................................41.4 The Three Technological Undercurrents of 2026.....................................................................81.5 Scope and Boundaries of This Study........................................................................................91.6 Methodology and Evidentiary Principles................................................................................101.7 A Guide to the Structure of This Blue Book...........................................................................111.8 Chapter Summary....................................................................................................................12Chapter References........................................................................................................................12Chapter 2 The Global Policy Landscape: Comparing K-12 AI Education Regulations andCurriculum Standards in China, the United States, and the EU (2024–2026).......................152.1 Introduction: From "Informatization Policy" to "AI Education Governance".........................152.2 A Framework for Comparison.................................................................................................162.3 Policy Details by Jurisdiction...................................................................................................182.4 Comparative Summary Table...................................................................................................232.5 Convergence, Divergence, and Institutional Gaps...................................................................242.6 Summary..................................................................................................................................26Chapter References........................................................................................................................27Chapter 3 AI