问HN：高中中的人工智能。教师和学校需要进行补偿吗？
学校的主要任务是教会你如何学习。如果你不是在钟形曲线左侧的例外情况，这一任务将会奏效。
目前我正在重新学习预备微积分。实际上，这是一种学习，因为我在德国的文理中学时，学习速度放慢，要求也降低了，原因是“我们就不讨论这个了”。
在大多数行业中，除了科学和手工艺之外，事情变得越来越简单。因此，理论上，孩子们可以比过去二十年里更愚笨地进入职场。在这段时间里，关于低质量、低积极性（学士）大学毕业生的抱怨掩盖了许多其他系统性的问题，尤其是在员工入职培训方面。
政府、教师和各部门负责人是否应该提高优先级，以弥补因使用人工智能而导致的认知能力下降？还是说年轻人在使用人工智能的过程中逐渐改善就足够了？
如果是的话，怎么做？哪些学科可以适当地调整课程？据我所知，至少有一些讨论认为学校课程根本没有跟上时代。不论是文化，还是从这种文化及其亚文化中产生的心理社会谱系。
如果有人能提供相关的引用资料，我将不胜感激。
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School's main task is to teach you learning. If you are not an exception somewhere left of the bell curve, it'll work.<p>I'm relearning precalculus at the moment. It's learning, really, since my German Gymnasium slowed down the learning speed and reduced requirements for/due half our Jahrgang because <i>let's not get into that</i>.<p>Things in most industries beyond science and the crafts are turning into child's play, so, theoretically, kids can enter the work force even dumber than in the last two decades, in which a lot of complaining about low-quality, low-motivation (Bachelor) university graduates overshadowed a lot of other systemic issues in workforce onboarding.<p>Should governments, teachers, heads of ministries up the priority of compensating the negative offsets in cognitive abilities due to the use of AI or will the progressive improvement of youngsters in/with/due AI use be enough?<p>If yes, how? How and which subjects could adapt the curricula appropriately and accordingly? As far as I remember, there was at least some discussion that school curricula were not up to date at all. Neither with culture, nor with the psycho-social spectrum emerging from that culture and sub-cultures.<p>If someone can provide relevant citations, I would be grateful.