共富背景下城乡教共体学习者GAI准备度研究

Research on GAI Readiness of Learners in Urban and Rural Education Under the Background of Co-enrichment

教育促进共同富裕是教育领域战略性课题,技术赋能是促进城乡教共体有效协同的重要方式。当前城乡教育资源分布不均,促进教育公平和建立精准长效的教育帮扶迫在眉睫。自2022年底以来,生成式人工智能(GAI)的出现引发全球高度关注,它为学生学习方式和教师教学形态的变革提供了全新的思路,也对城乡教共体结对学校学生的协作学习提出新的挑战。因此,探讨城乡学生利用GAI进行协作学习的预先准备情况对于后续城乡教共体在智能时代更好地协同发展具有重要意义。本研究以浙江省7对城乡教共体的10所小学为研究对象,基于比格斯“3P”学习理论,构建了学习者GAI准备度(Readiness)的影响因素模型。研究发现:整体而言,优势校学生在GAI准备度方面得分均值高于弱势校学生,女生高于男生,高年级学生高于低年级学生;移情关注和预期确认是影响城乡教共体学习者GAI准备度最重要的两个因素;预期确认、双师教学质量和系统质量通过移情关注、自我呈现或师生互动公平感中介GAI准备度。本研究从多维中介视角切入,探索了学习者GAI准备度及影响因素;在此基础上,在实践层面上提出了GAI融入城乡教共体教学的几点建议。

How education promotes common prosperity is an important strategic issue in the field of education,the core of which is how to promote the effective coordination of urban and rural education communities through educational technology.At present,the distribution of urban and rural education resources is uneven,and it is urgent to promote education equity and establish accurate and long-term education assistance.Since the end of 2022,the emergence of generative artificial intelligence(GAI)has attracted significant global attention,providing new opportunities for transforming students’learning styles and teachers’teaching patterns,but also posing new challenges to the collaborative learning of students in urban-rural education communities.Therefore,it is of great importance to discuss the preparatory measures for utilizing GAI to facilitate the collaborative learning of urban-rural students,in order to promote the future development of the urban-rural education community in the era of intelligence.This study focuses on 10 primary schools in 7 pairs of urban-rural education communities in Zhejiang Province.Based on Biggs’“3P”learning theory,a factor model of urban-rural learners’GAI readiness is constructed.The results showed that the average score of GAI readiness was higher among students in advantaged schools than those in disadvantaged schools,and higher among girls than boys,as well as higher among senior students compared to younger ones.Empathy and expectation-confirmation were identified as the two most important factors affecting the GAI readiness of learners in urban-rural education communities.Additionally,expectation confirmation,dual-teacher co-teaching quality,and system quality mediated GAI readiness through empathy,self-presentation,or the perceived fairness of teacher-student interactions.This study explored urban-rural learners’GAI readiness and its influencing factors from the perspective of multidimensional mediation.Based on the findings,some suggestions on integrating GAI into the urban-rural education community were put forward from the perspective of practice.