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国家中小学智慧教育平台是教育数字化转型的重要设施,其优质资源的应用效果受在地化转化质量的影响。生成式人工智能(GAI)虽可支持资源转化,但教师、 GAI与资源间多处于低阶工具应用耦合状态,未能实现协同进化。为此,该研究基于共生理论,构建“教师—GAI—资源”共生系统分析框架,解构其知识共创与演化机制,提出以结构化调控为核心的“四段三联”人智协同干预策略。实证研究表明,该策略能调控任务完成进程并提升资源转化质量,教师元认知水平与资源转化成果质量正相关,元认知水平主导人机协同共生的演化走向,高元认知组更易形成互惠共生关系。最后,该研究从服务生态构建、数智技术赋能和专项培训设计三个层面提出了研究为国平台建设与应用发展的启示。
Abstract：The National Smart Education Platform for K-12 is an important facility for the digital transformation of education. The application effect of its high-quality resources is influenced by the quality of localization transformation. Generative Artificial Intelligence(GAI) can support resource transformation, but teachers, GAI and resources are mostly in a low-order instrumental application coupling state, failing to achieve coevolution. Therefore, based on the symbiosis theory, this study constructs the “Teacher-GAI-Resource” symbiotic system analysis framework, deconstructs its knowledge co-creation and evolution mechanism, and proposes a “Four Stages with Tripartite Structure” human-AI synergy intervention strategy centered on structured regulation. Empirical findings indicate that this strategy can regulate the task completion process and improve the quality of resource transformation. Teacher's metacognitive level is positively correlated with the quality of resource transformation results, and the metacognitive level determines the evolution direction of human-AI collaborative symbiosis. The high metacognitive group is more likely to form a mutually beneficial symbiotic relationship. Finally, this study proposes implications for the research on the national platform construction and application development from the aspects of ecological construction, technology empowerment and teacher training.
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基本信息:
中图分类号:G434;G639.2
引用信息:
[1]况姗芸,黄雅颖,张桂根,等.国家中小学智慧教育平台资源在地化转化：“教师—GAI—资源”共生系统的协同机理与调控策略[J].中国电化教育,2026,No.476(09):16-24.
基金信息:
教育部人文社会科学研究项目“知识流转视角下教师共同体智慧研修活动设计研究”（项目编号：23YJA880020）研究成果
2026-09-07
2026-09-07