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数字素养是数字时代人才综合素质的重要组成部分，培育学生数字素养是培养符合数字时代需求的高质量人才队伍的必由之路。然而，由于学生数字素养培育理念过于强调技术工具的操作使用，忽视了智能时代倡导的人机协同自主学习，这已成为制约学生数字素养培育的瓶颈。生成式人工智能在创设灵活开放、包容共享的人机协同环境，引导学生自组织学习方面具有巨大潜力，可为破解上述困境提供新的契机。鉴于此，该文构建了基于自组织学习理论的学生数字素养培育模型，提出面向学生数字素养培育的GAiSOLEs教学模式，并在信息科技课程中开展准实验研究，验证GAiSOLEs教学模式对学生数字素养培育的影响。结果表明，GAiSOLEs教学模式可以显著提升学生的数字素养整体水平，以及信息意识、计算思维和数字化学习与创新等维度水平，但对信息社会责任的提升效果不显著。基于此，提出应该重视技术伦理安全，构建可控教育大模型，关注学生数字知识技能发展，避免陷入认知陷阱，并开展生成式人工智能教学培训，提升教师数字素养。
Abstract：Digital literacy constitutes a crucial aspect of the comprehensive qualities of talents in the digital era, and cultivating students' digital literacy is an essential path to developing high-quality talent that meets the demands of the digital era. Nevertheless, the concept of cultivating students' digital literacy has overly emphasized the operational use of technical tools, neglecting the autonomous learning facilitated by human-computer collaboration advocated in the intelligent era. This has become a bottleneck that hinders the cultivation of students' digital literacy. Generative artificial intelligence holds immense potential in creating flexible, open, inclusive and shared humancomputer collaborative environments. These environments could guide students towards self-organized learning, offering a novel opportunity to overcome the aforementioned challenges. Accordingly, this research constructed a students' digital literacy cultivation model based on the self-organized learning, proposed the GAiSOLEs teaching model aimed at fostering students' digital literacy, and performed a quasiexperimental study in Information Science and Technology curriculum, aiming to verify the impact of the GAiSOLEs teaching model on cultivating students' digital literacy. The results show that the GAiSOLEs teaching model can significantly improve students' overall digital literacy level, as well as enhance their information awareness, computational thinking, and digital learning and innovation skills. However,its effect on improving information social responsibility is not significant. In light of this, this study suggests that attention should be paid to technological ethics and security, the construction of controllable educational large language models, and the development of students' digital knowledge and skills to avoid cognitive traps. It also emphasizes the need to provide generative artificial intelligence teaching training to enhance teachers' digital literacy.
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基本信息:
DOI：
中图分类号:G434;G633.67
引用信息:
[1]朱莎,李嘉源,况秀林等.生成式人工智能何以赋能学生数字素养培育——基于信息科技课程的实证研究[J].中国电化教育,2025,No.457(02):75-83.
基金信息:
国家自然科学基金面上项目“数字教材场景下融合课程知识建模的图神经认知诊断方法研究”(课题编号：62477021)研究成果