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【旗研共进】“同”聚智慧，“异”起成长_我的网站
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The 2026 Digital Intelligent Economy Forum was held in Langfang, North China’s Hebei Province, on Wednesday. At the forum, organizer People's Daily Cultural Technology Corporation unveiled a “5A Framework” for enterprise intelligent transformation, aimed at helping businesses comprehensively innovate their business models, organizational structures and service systems in the artificial intelligence (AI) era.
A To A: Exploring new models for agent collaboration
AI is pushing the internet into a new stage characterized by the widespread participation of AI agents. In the future, China could develop an ecosystem comprising tens of billions of agent applications, while the global “digital population” could reach hundreds of billions. Following To B (business-oriented) and To C (consumer-oriented) models, enterprises and institutions should actively explore the emerging To A (agent-oriented) model. To enable better interaction and coordination among agents, unified data, technology, interface and service standards need to be established, while new business systems and service models should be cultivated.
AI-friendly: Building machine-readable data infrastructure
Today’s internet user interfaces are primarily designed for human browsing. The first step, therefore, should be to build an “AI-friendly” data system that is better suited to being read, understood and accessed by AI. By structuring content resources and turning them into organized knowledge, while strengthening ontology systems and knowledge graphs, such a system can improve AI’s ability to understand and apply information. On this basis, integrated hardware and software infrastructure combining computing architecture with data systems can be developed for AI applications.
AI-native teams: Reshaping organizations and workflows
AI is profoundly reshaping organizational structures and ways of working. AI-native teams should redefine job responsibilities, organizational structures and business processes around the A-To-A model and AI-friendly services, enabling “everyone to have multiple AI agents.” Professional capabilities and business experience can be encapsulated into “digital employees,” promoting autonomous learning by agents, multi-agent collaboration and the evolution of collective intelligence, thereby multiplying per-capita productivity.
AI for good: Putting values first, serving social development
AI also requires values-based guidance. Guided by the principle of “being people-centered and using AI for good,” efforts should follow the approach of “governing AI with AI and guiding intelligence with wisdom,” ensuring that AI always serves social development, the public interest and people’s needs. The “Mainstream Values Corpus,” whose development was launched by the People’s Daily in May 2023, has already begun to take shape and has been validated through numerous large-model applications.
Inclusive AI: Protecting cultural diversity, advancing global sustainable development
AI should not become merely “a game for rich countries and rich people,” but should benefit all countries. Efforts should be made to actively participate in global initiatives for inclusive AI, bridge the digital and intelligent divide, and enable more organizations and individuals to share the benefits of development on an equal footing, so that AI can truly become a powerful positive force for improving the well-being of all humanity and advancing human civilization.
This was translated and compiled by the Global Times, based on an article originally published on people.cn on August 12, 2026.
。 海淀区中关村第一小学西二旗分校 与怀柔区长哨营满族乡中心小学 手拉手数学学科“同课异构”活动 “同”聚智慧 “异”起成长 在教育均衡发展与协同共进理念的引领下，北京市积极开展手拉手学校项目，旨在促进不同区域学校间的资源共享与交流合作，为广大师生搭建更为广阔的学习与成长平台。 “水本无华，相荡乃成涟漪；石本无火，相击而发灵光。”2024 年 12 月 13 日，中关村第一小学西二旗分校与怀柔区长哨营满族乡中心小学，在这一富有意义的项目推动下，携手开展了一场别开生面的数学教学交流活动。
B | 中关村第一小学西二旗分校的孔京京老师，与怀柔区长哨营满族乡中心小学的彭晓利老师，共同讲授一节数学课。北京教育科学研究院特级教师郭立军老师现场指导。 PART 01 孔京京老师聚焦一个单元所承载的核心素养整体设计，进阶式引导学生深入认识小数。在教学中，她既紧密结合生活实际中小数的应用，也注重数学史中小数的发展，让学生在广博的时空中认识小数的由来以及小数的实际价值。最后，学生尝试用小数表示自己的身高、食品的价签，灵活迁移、思维敏捷，既有独立思考，又有智慧碰撞。 孔老师注重教学内容与生活实际的紧密关联性，巧妙地引入生活场景中小数的广泛应用实例，让学生深切体会到小数在日常生活中的无处不在与实际价值。
C | PART 02 彭晓利老师在教学过程中展现出卓越的引导能力，其教学风格亲和且极具感染力，能够循循善诱、娓娓道来。在课程开启之前，借助精心设计的微课，引导学生预先对所学内容有所涉猎与思考，为课堂学习奠定良好基础。 课堂之上，彭老师以学生的发现与疑问作为切入点，巧妙地逐步梳理出学习小数所应具备的思维架构；将零散的知识点进行系统整合，转化为具有逻辑性与关联性的结构性知识体系，助力学生构建清晰的认知地图，而这一认知地图也成为学生在后续学习中实现知识迁移与灵活运用的有力工具，极大地提升了学生的学习效能与知识内化水平。 PART 03 郭立军老师对两位教师的课表示了赞扬与肯定，她指出了两位教师的相同点：都采用了至少两种数学模型助力学生打开对小数认识的大门；不同之处在于两位老师分别采用了顺向和逆向的思维活动帮助学生认识小数的意义，感受小数与实际生活的密切联系。 最后，郭立军老师分别从水平数学化和垂直数学化介绍了学生的思维层级，鼓励老师们从宏观结构来理解认识每个知识点，以撬动孩子们的生长点。 PART 04 本次“同课异构”评价研讨会，不仅是一次教学艺术的精彩展示，更是一场教育理念的深刻碰撞。
D | 两位教师为我们生动诠释了“同课异构、同标异思”的深刻内涵。这样的教学形式，不仅是教师们打开思路、发挥教学创意、彰显个性魅力的有效途径，更是我们探索新课程标准下高效课堂教学模式、提升教学质量、优化课堂结构、打造品质课堂的一次宝贵尝试。 教学是发现、是分享、是成长。通过两位老师的精彩演绎和专家的深刻点评，在场的每位老师都体会到“同课异构”的魅力所在——在异构中比较，在比较中反思，在反思中提高。这种方式有效助推了教师的专业成长，促进了我校教研水平的提升，为各自的教学注入新的活力。 今天的“同课异构” 只是一个美好的开始， 它将成为我们不断探索、勇于创新、 持续进步的起点。 – END – 文字丨王雨 编辑丨新闻宣传中心 审核丨高菲菲 校对丨郭琪琪。
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