An Empirical Study on the Guiding Capacity of Parallel Kindergartens Based on ACP Theory

Li Yan

Abstract

In the context of the comprehensive implementation of the digital education strategy and the deep empowerment of people’s livelihood by artificial intelligence technology, smart education has become a core tool and inevitable path to promote the high-quality development of preschool education. Traditional kindergarten management models have long relied on manual experience, offline circulation, and fragmented management, and generally suffer from a series of practical governance dilemmas such as the separation of physical space and management data, experience-based decision-making, lagging emergency response processes, and passive handling of potential safety and emotional risks. In order to systematically solve the management shortcomings of preschool education scenarios from the perspective of complex system governance, this paper uses ACP parallel intelligence theory as the core supporting framework, combined with the governance logic of social physical information systems (CPSS), to construct a new management paradigm for parallel kindergartens adapted to preschool education scenarios. The research systematically designs a four-layer architecture with descriptive intelligence, predictive intelligence, and guiding intelligence as the core and multi-level structure synergistic support, focusing the research on the model construction and quantitative empirical testing of kindergarten guiding capacity under the parallel system.

This paper relies on the AgentScope distributed multi-agent development framework and large language model technology, taking the full set of communication data from WeChat groups for home-kindergarten collaboration in real kindergartens in the autumn semester of 2024 as the research sample. Following ethical guidelines, data anonymization and cleaning were completed to construct a high-fidelity artificial social system for kindergartens. Three control schemes were set up: a baseline control experiment, a parallel management intervention experiment, and a quasi-parallel execution experiment with multi-dimensional expert evaluation, to complete multi-scenario, multi-dimensional quantitative comparative analysis. The study fully verifies the adaptability and application value of ACP theory in typical complex open systems such as kindergartens, proving that the parallel governance model can effectively promote the preschool education management system from traditional single-point information tool empowerment to a systematic intelligent governance upgrade driven by data, supported by models, and linked by virtual and real systems. The research results can not only enrich the application system of parallel intelligence theory in the sub-fields of education, but also provide solid theoretical basis, technical implementation path and empirical data support for the top-level design, scenario implementation and standard construction of smart kindergartens.

Artificial Intelligence for Education

An Empirical Study on the Guiding Capacity of Parallel Kindergartens Based on ACP Theory

Abstract

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