生成式人工智能如何重塑教学活动--基于活动理论的模型构建与应用

How Generative AI Reshapes Teaching Activities?Model Construction and Application Based on Activity Theory

以ChatGPT为代表的生成式人工智能技术的涌现,引发了教育界学者们的激烈探讨。为深入探索生成式人工智能技术对教育领域的变革意义,本研究着重探讨其如何重塑教学活动。首先,基于活动理论构建了嵌入生成式人工智能的教学活动分析模型,并经过三轮德尔菲法对模型进行了修正和完善。然后,以PRISMA的文献萃取思路筛选已有研究,同时面向教育领域中的ChatGPT体验用户开展访谈,经过整理得到75份分析样本。接着,将分析样本共同纳入模型,运用内容分析法分析生成式人工智能对教学活动的重塑机理。通过对模型中主体、客体、共同体、规则、工具和分工6个要素的审视发现,生成式人工智能对教学活动的重塑具有全面性的特点,同时又具备明显的正负效应。最后,本研究基于活动理论的生产、交流、消耗、分配4个子系统提出生成式人工智能与教学的结合路径,以期应对生成式人工智能带来的教学挑战。

The emergence of generative artificial intelligence technologies,represented by ChatGPT,has sparked intense discussions among scholars in the field of education.To deeply explore the transformative signifi-cance of generative Al technology to the educational domain,this research focuses on how it reshapes teaching activities.Firstly,an instructional activity analysis model that incorporates generative Al was constructed based on activity theory,and three rounds of Delphi method were employed to refine and improve the model.Subsequently,existing research were selected using PRISMA literature extraction approach,and interviews were conducted with ChatGPT experience users in the education field.A total of 75 analysis samples were collected and organized.Con-tent analysis method was then applied to the analysis samples to analyze the reshaping mechanisms of teaching activities by generative Al.By examining the six elements in the model,namely,subject,object,community,rules,tools,and division of labor,it was found that the reshaping of teaching activities by generative Al exhibits compre-hensive characteristics and has discernible positive and negative effects.Lastly,this study proposes a combination path between generative AI and teaching based on activity theory's four subsystems:production,consumption,com-munication,and distribution,aiming to address the teaching challenges posed by generative Al.