社会文化活动理论视域下人机协同教学及应用探索——以iWrite协同英语写作教学为例

Man-machine Cooperative Teaching and Its Application from the Sociocultural Activity-theory Perspective:A Case of iWrite-assisted English Writing Instruction

以人工智能为代表的新一代信息技术的发展与应用,为教学带来了新的方法。运用智能技术来辅助教和学的人机协同教学模式已逐步用于各类教学中。该文基于社会文化活动理论,依托iWrite英语写作教学与评阅系统,构建了一个人机协同的英语写作教学模型,设计了教学过程,在充分发挥模型中各个元素的作用的同时,突出了模型中各个要素的互动与协作。教学实践研究结果表明,中介工具辅助的人机协同教学,充分发挥了辅助工具的作用,提高了教学效率;能加强师生之间以及学生之间的及时互动,促进学生个体进行自主学习;有利于发掘教学中的重点与难点以及学生的个体问题,实现精准教学。

New teaching methods have been brought by the advancement and application of new information technology represented by artificial intelligence.Applying AI technology,man-machine cooperative teaching has been adopted in teaching in different contexts.Based on the Sociocultural Activity Theory,this article constructed a man-machine cooperative teaching model integrating iWrite,an automatic writing evaluation system,in the teaching of English writing.In this model,six elements(subject,object,mediating artifact,rule,community,and division of labor)interact and collaborate to achieve man-machine cooperative teaching.Action research was conducted in a writing course for English majors applying this teaching model.Results show that man-machine cooperative teaching assisted by the mediating artifact can not only enhance the interaction between the teacher and students and among the students,but also motivate students’autonomous learning.Analysis of the overall features of students’writing can help teachers identify the focus and difficult points in teaching to improve the class design.On the other hand,analysis of individual students’writing from different perspectives can help teachers discover students’individual concerns so that personalized instruction can be implemented to improve students’writing proficiency.