摘要
智能技术的发展和全科教学的需求催生了AI全科教师主讲课程。本研究以广州市某小学四年级两个班79名学生为样本,采用深度访谈、课堂观察和问卷调查等研究方法,基于拟人化学习过程理论框架探究AI全科教师主讲课程学生学习成效。研究结果表明,AI全科教师主讲课程能显著增强学生学习动机(包括内在动机和外在动机)、增加学生学习投入(包括行为投入、认知投入和情感投入)和提升学生学习结果(包括知识与技能、过程与方法、情感态度与价值观)。本研究发现证实了AI全科教师作为教学主体促进学生高效学习的重要作用,为解决师资匮乏、教师减负增能等问题提供了重要启发。
The development of artificial intelligence technology and the demand for general practice teaching gave birth to a general-subject AI teacher-led classroom curriculum.In this study,a total of 79 fourth-grade pupils from two classes in a primary school in Guangzhou were selected as the samples.This study consists of three research stages of instructional design,laboratory exercise,and school classroom experiment.The research methods of interview,classroom observation,and questionnaire survey were used to explore the effects of the AI general subject teacher on pupils’learning effectiveness,basing on the framework of anthropomorphic learning process theory.The results show that the AI general subject teacher can significantly enhance pupils’learning motivation(including intrinsic motivation and extrinsic motivation),increase pupils’learning engagement(including behavioral engagement,cognitive engagement,and emotional engagement),and improve pupils’learning outcomes(including knowledge and skills,process and method,emotional attitude and values).The findings confirm the important role of the AI general subject teacher as the main instructor to promote pupils’efficient learning and provide a significant reference for solving the shortage problem of excellent teachers and reducing the burden on teachers.
作者
黄甫全
伍晓琪
丘诗盈
刘育良
曾文婕
陈思宇
HUANG Fuquan;WU Xiaoqi;QIU Shiying;LIU Yuliang;ZENG Wenjie;CHEN Siyu(The Lab for Neuroscience of and Artificial Intelligence in Moral Learning,South China Normal University,Guangzhou 510631,China)
出处
《开放教育研究》
CSSCI
北大核心
2021年第1期32-43,共12页
Open Education Research
基金
国家社会科学基金教育学一般课题“以学习为中心的评估理论建构研究”(BHA180125)。
关键词
AI教师
学习动机
学习投入
学习成果
AI Teacher
learning motivation
learning engagement
learning outcomes
