人机协同深度探究性教学模式——以基于ChatGPT和QQ开发的人机协同探究性学习系统为例

Human-Computer Collaborative Deep Exploratory Teaching Mode:Taking the Human-Computer Collaborative Exploratory Learning System Developed Based on ChatGPT and QQ as An Example

大量学生直接利用ChatGPT生成作业,导致“智能知识喂养”的浅层学习新问题。如何促进人机协同深度探究性学习,是生成式人工智能教育应用亟需解决的重要问题。本研究基于人机协同学习理论、社会建构主义理论和涟漪拓展探究法,提出了人机协同深度探究性学习模型及其教学模式;以ChatGPT和QQ系统为基础开发了人机协同深度探究性学习系统和智慧助教,为学习者提供任务提醒、持续会话、学习评价和知识聚敛等功能。研究采用准实验研究法,以“现代教育技术”课程的“教学设计”一章作为教学内容,检测上述模式的效用。实验结果表明,该模式及其系统能够显著改变学生的学习绩效、问题解决能力、批判性思维能力、学习态度、自我效能感和内在学习动机,但对创造性思维能力和外在动机的效果不显著。为促进该模式与系统的有效实施,教师需要从在地化知识转化、人机认知冲突启动、人机协同探究学习理念树立和学生能力培养等方面提供支持。

The ChatGPT is utilized directly to generate assignment by many students,resulting in a new problem of surface learning of"intelligently feeding knowledge".How to promote the deep exploratory learning through human-computer collaboration is an important issue that urgently needs to be addressed for Artificial Intelligence Generated Content(AIGC)in education.To deal with this problem,based on the theory of human-computer collaborative learning,social constructivism theory,and the teaching strategy of rippling expansion inquiry method,the researchers propose the model of human-computer collaborative deep inquiry learning(HCCDIL)and teaching mode of HCCDIL.At the same time,a learning system for HCCDIL and intelligent assistant are developed based on ChatGPT and QQ system,which provide functions such as task reminder,continuous conversation,learning evaluation,and knowledge convergence for HCCDIL.The teaching experiment adopts a quasiexperimental research design,and use the"teaching design"in the course"Modern Educational Technology"as the teaching content.The experimental results show that the HCCDIL model and its system can significantly improve students'learning performance,problem-solving ability,critical thinking ability,learning attitude,self-efficacy,and intrinsic learning motivation,but the effect on creative thinking ability and extrinsic motivation is not significant.To promote the effective implementation of the model and system,teachers need to provide support from the aspects of transforming localized knowledge,initiating human-computer cognitive conflict,establishing correct concept on human-computer collaborative inquiry learning,and cultivating student ability of HCCDIL.