As domestic large AI models gain popularity, "AI+" is increasingly integrating into children's learning lives. A concerning phenomenon has emerged: at the start of the new semester, many teachers noticed that students' submitted winter vacation homework carried a strong "AI flavor," with some children even gathering to exchange "tips on using AI to do homework." Relying on AI searches to "get through" homework undoubtedly deviates from the original purpose of learning. As "AI + education" becomes an inevitable trend, it is worth reflecting on how to guide students to view and use AI correctly and how to better integrate the novel "AI" with traditional teaching methods.

When kids don't finish their homework, parents can't get anything else done. Before the start of the school term, many parents are complaining about headaches over their children's "unfinished" winter vacation homework. Wang Ya, a mother of a fourth-grade student at an elementary school in Lanzhou, is used to staying up late at the end of the holiday to "supervise" her child's homework completion. However, she recently discovered that her child not only finished the homework early but also wrote the essay with "divine inspiration." Upon closer inspection, she realized it was all thanks to search engines. "My child input the essay topic and requirements, and in just seconds, a complete essay was generated," Wang Ya said with a bitter smile. When her child demonstrated how to use AI to generate an essay and then copied it word for word, she felt both angry and amused, not knowing whether to laugh or cry.

A search by reporters on information aggregation platforms revealed an overwhelming number of topics related to "doing homework." Many parents have reported instances such as, "Just stepping out to buy groceries, and my child has already finished two sets of English test papers," or "Helping my child 'think deeply,' now they seem to 'know everything' in math homework." From elementary school essays and diaries to middle school subjects like math, physics, chemistry, and biology, even the most challenging assignments appear to be "finished in minutes." The prevalence of such practices among primary and secondary students has, to some extent, turned this advanced learning tool from a "study aid" into a "homework gunner," raising concerns among teachers and parents.

The "AI+" technology is advancing rapidly, and its integration into education is expanding from universities to primary and secondary schools. For instance, during the recent back-to-school season, some elementary schools encouraged students to use AI to send blessings, while middle school students leveraged it to create innovative Year of the Snake projects, making the annual opening ceremony uniquely engaging. Born in the digital era, today's students are "native netizens." AI not only enriches their extracurricular life but also helps cultivate and enhance their innovative thinking. However, using AI to search for test answers or complete homework assignments is like "burning a violin to cook a crane"—it not only "insults" the "intelligence" of AI but also fosters dependency among students, weakening their ability to think independently.

Undoubtedly, it is a high-quality learning tool. It should play roles such as assisting in planning and providing creative support in learning, acting as a "booster" or "helper" to improve the quality of education. At the same time, it is essential to avoid using it merely to obtain simple answers, which could turn it into a "bad influence" or "proxy" that hinders the development of learning abilities. In a certain month last year, the Ministry of Education issued the "Notice on Strengthening Artificial Intelligence Education in Primary and Secondary Schools," exploring implementation pathways for AI education in these institutions and enhancing AI-related learning. The notice explicitly states that efforts should focus on stimulating students' interest, guiding them to actively participate in exploratory practices, emphasizing the integration of learning and application, nurturing their scientific curiosity and spirit, and improving digital literacy and skills.

Schools and teachers should proactively welcome this "new colleague," enhance their own competencies, actively engage with and understand it; meanwhile, they should promptly adjust teaching models, transitioning from the dual model of "teacher-student interaction" to a tripartite interaction model of "teacher-student-AI," breaking down communication barriers among AI, students, and teachers. In terms of teaching methods, general education courses tailored to students of different age groups should be introduced to cultivate their ability to solve real-world problems using AI. For assignments, efforts should be made to move away from standardized answers by incorporating more open-ended questions, gradually upgrading homework from "knowledge repetition" to "thinking training." Regarding tool usage, parents and teachers should work together to establish reasonable usage plans and help children develop good habits.

Clarify the boundaries of use at different educational stages and teaching links, neither blindly following trends nor "throwing the baby out with the bathwater." By combining the teaching characteristics of each stage and link, accurately grasping the "degree" of use in the teaching environment, finding the balance "point" of interaction, and further opening up the communication "channel" with students, it will surely become a good "helper" in promoting learning and educational reform.