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对话式同伴互评通过引入双向会话过程,能有效弥补传统同伴评价中因沟通隔阂造成的反馈理解偏差等问题,但其仍面临反馈内容质量低、反馈协商深度不足等挑战。该研究基于调节学习与支架理论,聚焦学生在互评全过程中的个性化需求及关键问题,构建人机协同对话式同伴互评学习模式。该模式依托教育智能体动态提供适应性教学支架,通过主动调节与按需响应双重方式降低学习者认知负荷,促进“生-生-机”协同知识建构,以提高学习者反馈的内容质量与采纳成效。为验证模式有效性,研发教育智能体系统“Eval Bot”,采用准实验方法在英文议论文写作情境中展开实证检验。结果显示:与使用自查清单相比, Eval Bot支持的人机协同模式不仅能显著提高学生反馈质量,还能显著提升写作结构和语言的改进成效,并且促使学生形成了以“提问”为核心的认知互动结构。在未来,教师应理性发挥教育智能体“第三认知源”“主动调节者”的多元作用,加强学生人工智能素养的系统培养,以拓展人机协同价值空间。
Abstract：Dialogic peer assessment incorporates a bidirectional conversational process that helps mitigate feedback misinterpretation and other issues caused by communication gaps in traditional peer assessment. However, it still faces challenges such as the low quality of feedback content and the limited depth of feedback negotiation. Grounded in the theories of regulated learning and scaffolding, this study focuses on learners individual needs and key issues throughout the dialogic peer assessment process and develops a human-chatbot collaborative dialogic peer assessment learning model. The model leverages an educational agent that provides adaptive scaffolding dynamically. Through both proactive regulation and on demand support, it reduces learners cognitive load and facilitates collaborative knowledge construction among students and the agent, thereby improving the quality of feedback content and the effectiveness of feedback uptake. To evaluate the effectiveness of the proposed model, this study developed an educational agent system named EvalBot and conducted a quasi-experimental study in the context of English argumentative writing. The results indicate that, compared with the use of self-checklists, the human-chatbot collaborative mode supported by EvalBot not only significantly enhances the quality of student feedback and the effectiveness of revisions in both writing structure and language, but also fosters a cognitive interaction structure centered on “questioning”. In the future, teachers should rationally leverage the multifaceted roles of educational agents as a third cognitive source, and a proactive regulator, and strengthen the systematic cultivation of students AI literacy in order to expand the value space of human-chatbot collaboration.
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基本信息:
中图分类号:G434
引用信息:
[1]李艳燕,吴思思,黄睿妍,等.人机协同视域下对话式同伴互评学习模式的构建与应用[J].中国电化教育,2026,No.473(06):30-38.
基金信息:
2023年度国家自然科学基金面上项目“融合多模态学习分析的协作过程监测和智能反馈研究”(项目编号:62277006); 中央高校基本科研业务费专项资金资助项目“面向创新人才培养的数字教育新范式研究”(项目编号:1253200032)研究成果
2026-06-04
2026-06-04