在生成式人工智能時代重新思考何為“原創”: 高等教育的角色和目的

人工智慧在當下高等教育政策話語中常常被視作一種游離於學生獨立努力與智力貢獻之外的外部輔助形式，進而對學生功課的原創性形成潛在威脅。然而，在當今知識生產日益呈現出協作化、分佈化、人工智慧介導化的態勢下，究竟何種工作或作品方可稱之為“原創”?若學生使用人工智慧輔助完成功課，是否必然意味著該學生的功課不再屬于“原創性工作”也不再“獨立”?圍繞上述問題，本文結合實證研究對生成式人工智慧時代下何為原創性工作這一議題展開反思與討論。文章對當前高等教育政策語境下原創性工作的定義、原創性定義背後的價值取向與未來人才培養、生成式人工智慧時代下的原創性工作幾大主題進行分析，並在文末針對高等教育的角色和目的提出相應建議。
Artificial intelligence is often perceived as an external form of assistance separate from students' independent efforts and intellectual contributions in the current higher education policy discourse, hence undermining the originality of students' work. However, in a time when knowledge production becomes increasingly collaborative, distributed and AI-mediated, questions arise as to what kind of work could be considered truly “original”. If a student uses artificial intelligence to assist in their work, does that necessarily mean their work is no longer “original” or “independent”? With these questions in mind, the author discusses and reflects on the meaning of original work in the age of generative artificial intelligence. The paper draws on empirical data to illustrate how original work is being defined in the current education policy context, the value orientation underpinning “originality” and its association with talent cultivation, and the complexities around defining original work in the digital age. The paper concludes with suggestions for higher education stakeholders to rethink original work and provide a more inclusive environment for students to thrive. Copyright © 2025 清華大學.