| 1,020 | 3 | 382 |
| 下载次数 | 被引频次 | 阅读次数 |
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。
Abstract：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.
[1]教育部.中共中央办公厅国务院办公厅印发《关于构建优质均衡的基本公共教育服务体系的意见》[EB/OL].http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/202306/t20230613_1064175.html,2023-06-13.
[2]中国政府网.中共中央国务院关于学习运用“千村示范、万村整治”工程经验有力有效推进乡村全面振兴的意见[EB/OL].https://www.gov.cn/gongbao/2024/issue_11186/202402/content_6934551.html,2024-02-03.
[3]教育部.浙江省温州市:续写改革创新史，走好教育共富路--温州深化随迁子女入学便利化改革案例[EB/OL].http://www.moe.gov.cn/fbh/live/2023/55484/dfdxal/202309/t20230920_1081681.html,2023-09-20.
[4]教科技[2020]3号,教育部关于加强“三个课堂”应用的指导意见[Z].
[5]童兆平,来钇汝等.互联网支持下城乡教育共同体的构建与运行模式--浙江省“互联网+义务教育”的实践探索[J].中国电化教育,2021,(8):78-84.
[6]教育部.浙江省:以城乡义务教育共同体建设为抓手不断提升基本公共教育服务均等化水平[EB/OL].http://www.moe.gov.cn/jyb_xwfb/moe_2082/2023/2023_zl07/202306/t20230616_1064666.html,2023-06-16.
[7]朱永新,杨帆.Chat GPT/生成式人工智能与教育创新:机遇、挑战以及未来[J].华东师范大学学报(教育科学版),2023,41(7):1-14.
[8]苏杨城,崔家源,倪伟皓.中学生对生成式人工智能认知使用的影响与对策--基于深圳市中学生的调查分析[J].发明与创新(高中生),2024,(5):22-27.
[9]李艳,许洁等.大学生生成式人工智能应用现状与思考--基于浙江大学的调查[J].开放教育研究,2024,30(1):89-98.
[10]张池.大学生对于生成式人工智能工具的使用意愿研究--基于技术接受模型[J].科技传播,2023,15(23):131-135.
[11]孙丹,朱城聪等.基于生成式人工智能的大学生编程学习行为分析研究[J].电化教育研究,2024,45(3):113-120.
[12][14]李世瑾,王成龙,顾小清.预见学习的未来:人工智能学习准备度的框架研制及实践进路[J].中国电化教育,2022,(10):79-88+96.
[13]Wang,Y.,Zhang,W.Factors Influencing the Adoption of Generative AIfor Art Designing Among Chinese Generation Z:A Structural Equation Modeling Approach[J].IEEE Access,2023,11:143272-143284.
[15]Dai,Y.,Chai,C.-S.,et al.Promoting Students’Well-Being by Developing Their Readiness for the Artificial Intelligence Age[J].Sustainability,2020,12(16):6597.
[16]Yang,H.,Lin,J.Students’persistence intention in MOOCs in the psychomotor domain:An extended 3P model of the teaching and learning perspective[J].Frontiers in Psychology,2023,14:1094138.
[17]Biggs J.B.Approaches to the Enhancement of Tertiary Teaching[J].Higher Education Research&Development,1989,8(1):7-25.
[18][19][21][24]An,X.,Chai,C.S.,et al.Modeling English teachers’behavioral intention to use artificial intelligence in middle schools[J].Education and Information Technologies,2023,28(5):5187-5208.
[20][38][48]Wang,F.,King,R.B.,et al.University students’intentions to learn artificial intelligence:the roles of supportive environments and expectancy-value beliefs[J].International Journal of Educational Technology in Higher Education,2023,20(1):51.
[22][23][32]Tiyar,F.,Khoshsima,H.Understanding students’satisfaction and continuance intention of e-learning:Application of expectation-confirmation model[J].World Journal on Educational Technology,2015,7:157-166.
[25]杨俊锋,崔丽霞等.混合同步网络课堂有效性的实证研究[J].电化教育研究,2018,39(12):50-56+77.
[26]Su C.Y,Chao C.M.Investigating Factors Influencing Nurses’Behavioral Intention to Use Mobile Learning:Using a Modified Unified Theory of Acceptance and Use of Technology Model[J].Frontiers in Psychology,2022,13:673350.
[27]Jain,K.K.,Raghuram,J.N.V.Gen-AI integration in higher education:Predicting intentions using SEM-ANN approach[EB/OL].https://doi.org/10.1007/s10639-024-12506-4,2024-04-02.
[28]Goffman,E.The Social Theory of Erving Goffman[M].Toronto:University of Toronto Press,1959.
[29]Davis,M.Measuring individual differences in empathy:Evidence for a multidimensional approach[J].Journal of personalilty and social psychology,1983,44:113-126.
[30]Klapwijk,R.,Van Doorn,F.Contextmapping in primary design and technology education:a fruitful method to develop empathy for and insight in user needs[J].International Journal of Technology and Design Education,2015,25(2):151-167.
[31]Cornelius-White,J.Learner-Centered Teacher-Student Relationships Are Effective:A Meta-Analysis[J].Review of Educational Research,2007,77(1):113-143.
[33]Spreng*,R.N.,Mc Kinnon*,M.C.,et al.The Toronto Empathy Questionnaire:Scale Development and Initial Validation of a Factor-Analytic Solution to Multiple Empathy Measures[J].Journal of Personality Assessment,2009,91(1):62-71.
[34]Song,H.,Kim,J.,Luo,W.Teacher-student relationship in online classes:A role of teacher self-disclosure[J].Computers in Human Behavior,2016,54:436-443.
[35]Kuo,Y.-C.,Walker,A.E.,et al.Interaction,Internet self-efficacy,and selfregulated learning as predictors of student satisfaction in online education courses[J].The Internet and Higher Education,2014,20:35-50.
[36][37]Yang,J.,Yu,H.,Chen,N.Using blended synchronous classroom approach to promote learning performance in rural area[J].Computers&Education,2019,141:103619.
[39]Damerji,H.,Salimi,A.Mediating effect of use perceptions on technology readiness and adoption of artificial intelligence in accounting[J].Accounting Education,2021,30(2):107-130.
[40]教育部.义务教育语文课程标准(2022年版)[M].北京:北京师范大学出版社,2022.
[41][42]Hair,J.F.,Babin,B.J.,et al.Multivariate Data Analysis 8th edition[M].New Delhi:CENGAGE INDIA,2018.
[43]Henseler,J.,Ringle,C.M.,Sarstedt,M.A new criterion for assessing discriminant validity in variance-based structural equation modeling[J].Journal of the Academy of Marketing Science,2015,43(1):115-135.
[44]Podsakoff,P.M.,Mac Kenzie,S.B.,et al.Common method biases in behavioral research:A critical review of the literature and recommended remedies[J].Journal of Applied Psychology,2003,88(5):879-903.
[45][46]Hair,J.F.,Risher,J.J.,et al.When to use and how to report the results of PLS-SEM[J].European Business Review,2019,31(1):2-24.
[47]Shmueli,G.,Sarstedt,M.,et al.Predictive model assessment in PLS-SEM:guidelines for using PLSpredict[J].European Journal of Marketing,2019,53(11):2322-2347.
[49]王宁,琚向红,葛正鹏.开放教育网络课程学习满意度影响因素[J].开放教育研究,2014,20(6):111-118.
[50]张苗苗.同步互动课堂中教师提问对学生认知参与水平的影响研究[D].武汉:华中师范大学,2020.
[51][55]Zhai,X.-S.,Chu,X.-Y.,et al.Can Edu-Metaverse Reshape Virtual Teaching Community (VTC) to Promote Educational Equity?An Exploratory Study[J].IEEE Transactions on Learning Technologies,2023,16(6):1130-1140.
[52]Li,X.,Chen,J.,Fu,H.The roles of empathy and motivation in creativity in design thinking[EB/OL].https://doi.org/10.1007/s10798-023-09869-z,2024-04-02.
[53][59]翟雪松,楚肖燕等.基于“生成式人工智能+元宇宙”的人机协同学习模式研究[J].开放教育研究,2023,29(5):26-36.
[54]Johnson,E.,Hervás,R.,et al.Assessing empathy and managing emotions through interactions with an affective avatar[J].Health Informatics Journal,2018,24(2):182-193.
[56]Phirangee,K.,Bakir,N.Students’Perceptions of‘The Presentation of Self’in an Online Learning Environment[EB/OL].https://www.researchgate.net/publication/348019434,2020-04-17.
[57]Qazi,W.,Raza,S.A.,Khan,K.A.The contradiction between self-protection and self-presentation on knowledge sharing behaviour:evidence from higher education students in Pakistan[J].International Journal of Knowledge and Learning,2020,13(3):246-271.
[58]陈宽裕.结构方程模型分析实务--SPSS与Smart PLS的运用[M].台北:五南图书出版有限公司,2018.
[60][61]刘邦奇,聂小林等.生成式人工智能与未来教育形态重塑:技术框架、能力特征及应用趋势[J].电化教育研究,2024,45(1):13-20.
[62][63]翟雪松,楚肖燕等.从知识共享到知识共创:教育元宇宙的去中心化知识观[J].华东师范大学学报(教育科学版),2023,41(11):27-37.
[64]荆洲,杨启光.生成式人工智能赋能教育研究范式变革:机理、风险与对策[J].中国电化教育,2024(3):68-75.
基本信息:
中图分类号:G434
引用信息:
[1]李艳,李翠欣,翟雪松.共富背景下城乡教共体学习者GAI准备度研究[J].中国电化教育,2024,No.452(09):51-59+121.
基金信息:
国家社会科学基金教育学重大项目“新发展阶段教育促进共同富裕研究”(项目编号：VFA220003)阶段性研究成果
2024-09-10
2024-09-10