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人智交互作为人工智能时代新型的人机关系，其隐含的对话特征、过程及教育属性有待厘清。该研究聚焦于人智协同写作对话的过程与模式，运用认知网络分析法，旨在揭示人智交互的对话行为与学习发生机制。通过对学生在自然状态下的人智交互话语文本进行编码，研究分析了不同写作对话阶段、不同写作水平的学习者的特点，识别出了四种人智交互对话模式，即惰性接收被动对话型、搜索依赖主动对话型、共享调节协作对话型和思辨创造共生对话型，这些模式呈现出人智互动的渐深关系和知识转化与创生的递进层次。研究认为，人智交互要追求人智共生的学习型对话，通过人机共享调节的协作学习和高阶思维的参与，促进学习者的能动决策和素养发展。未来研究需进一步探索人智交互的教育场景，实现对话教育和人智交互在理论和实践层面的互促共进。
Abstract：Human-AI Interaction(HAII)represents a novel paradigm of human-computer relationships in the artificial intelligence era,necessitating a clear understanding of its dialogic features, processes, and educational implications. This study focuses on the processes and patterns of collaborative writing dialogues between humans and AI, using epistemic network analysis to reveal the dialogue behaviors and learning mechanisms in HAII. By encoding the HAII discourse text of students in a natural state, the characteristics of learners at different writing dialogue stages and different writing levels are analyzed, different dialogue types are divided, and four HAII dialogue patterns are identified, namely, the Passive Reception type, the Active Searching type, the Shared Regulation Collaboration type, and the Integrative Critical Creation type. These patterns highlight the growing depth of the human-AI relationship and the progressive stages of knowledge transformation and creation. This study advocates for an aspirational model of symbiotic learning dialogue in HAII, which can promote the active decision-making and literacy development of learners through human-AI shared regulation of collaborative learning and participation of higher-order thinking. It calls for future research to expand the exploration of educational scenarios involving HAII, with the aim of fostering a mutually beneficial progression between dialogue education and HAII on both theoretical and practical levels.
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基本信息:
中图分类号:G434;TP18
引用信息:
[1]汪靖,陈恬妮,杨玉芹.思维与调节的融合共创：生成式人工智能支持的人智交互过程与模式研究[J].中国电化教育,2024,No.451(08):45-55.
基金信息:
国家社科基金“十四五”规划2021年教育学青年课题“‘互联网+’背景下学生自主学习及家校指导策略研究”(课题编号：CCA210257)阶段性研究成果
2024-08-09
2024-08-09