PROBLEMS OF USING THE CHATGPT MODEL IN THE PEDAGOGICAL ACTIVITIES OF PRIMARY SCHOOL TEACHERS

Abstract

The article examines characteristics of the ChatGPT model as one of the tools of artificial intelligence (AI), which is based on the conclusions of the conducted analysis and the generalization of the results of the research of modern Ukrainian scientists regarding the use of artificial intelligence in education. It is established that the theoretical foundations of the didactic capabilities of ChatGPT have been thoroughly outlined in modern research; at the same time, it is noted that the praxeological aspects of the model’s application in the education of primary school students require further detailing. In order to solve this task, the study of views of practicing teachers on solving the outlined problem has been carried out; the pedagogical interpretation of survey results of primary school teachers of Kherson region, who took advanced training courses, has been carried out. Possibilities of the positive impact of ChatGPT on the quality of education and development of younger schoolchildren have been identified; vectors for improving the activities of the pedagogical community with the use of artificial intelligence have been represented. Summarizing the results of scientific research and analysis of pedagogical experience gave the author an opportunity to characterize the principles on which the work of ChatGPT is based, the advantages with which the ChatGPT model enriches the educational process, and the challenges that the educational community faces in connection with the activation of the use of artificial intelligence. It is noted that the integration of artificial intelligence in general and the ChatGPT model in particular into modern educational practice requires new approaches to training teachers and improving their qualifications. The necessity to update attention to ethical issues related to the use of artificial intelligence has been emphasised; the methods of teaching teachers with ChatGPT have been characterized; the perspective of a more detailed study of the application of various types of artificial intelligence in the educational process of primary school and adaptation of artificial intelligence methods in accordance with the specifics of teaching younger schoolchildren have been outlined.