智能助产术教学法——以“智能苏格拉底会话机器人”教学实践为例  

Teaching Method of Intelligent Midwifery:Taking the Teaching Practice of Socratic Chatbot as an Example

作　　者：李海峰[1] 王炜[1] 李广鑫 王媛[1] LI Haifeng;WANG Wei;LI Guangxin;WANG Yuan(School of Educational Science,Xinjiang Normal University,Urumqi 830017,China)

机构地区：[1]新疆师范大学教育科学学院,新疆维吾尔自治区乌鲁木齐830017

出　　处：《开放教育研究》2024年第2期89-99,共11页Open Education Research

基　　金：教育部新文科研究与改革实践项目“融合现代信息技术的新疆卓越教师培养的教学方法创新与实践研究”(2021180037);新疆师范大学教学研究与改革项目“高校线上线下混合式教学的人机协同深度学习研究”(SDJG2023-15);新疆师范大学博士科研启动基金项目“在线协作知识建构的同伴互评机制研究”(XJNUBS202302);新疆师范大学自治区“十四五”重点学科教育学招标课题“专递课堂(远程支教)涵养支教生教师情怀的作用机制研究”(23XJKD0207);新疆维吾尔自治区高校基本科研业务费科研项目“混合式教学背景下新疆高校本科生学习投入现状及提升策略研究”(XJEDU2022Q002)。

摘　　要：当前,生成式人工智能与学生的人机会话主要是“知识讲述”型会话关系,这会影响学生的高阶思维能力发展。解决这一问题的关键是,如何将人机“知识讲述”型会话关系,转变为“知识转化”型会话关系。为此,研究者以助产术理论、ChatGPT、学习分析和腾讯QQ工具为基础,探索智能助产术教学法的学习发生机制,开发智能苏格拉底会话机器人,构建智能助产术教学模式。本研究采用准实验方法,以“远程教育学”课程为教学内容,以教育技术学专业本科生为对象,开展以智能会话机器人支持的教学实验。实验结果表明,智能助产术教学与直接使用ChatGPT的教学相比,能显著提升学生的问题解决能力、创新能力和协作学习能力,但是对学习绩效、批判性思维能力和自我效能感的影响不显著。为提高教学效果,研究者需提升计算机的系统算力,开发批判性思维学习支架,构建人机适切性互动机制,研制自我效能感提升策略。Currently,the conversational relationship between Artificial Intelligence Generated Content(AIGC)and students in human-chatbot interactions is mainly one of"knowledge telling",which affects the development of students'high-order thinking ability.The key to solving this problem lies in how to transform the human-chatbot conversational relationship from“knowledge telling”to“knowledge transformation”.To this end,researchers explored the learning mechanism of the Teaching Method of Intelligent Midwifery(TMIM)based on the midwifery theory,ChatGPT,learning analysis,and Tencent QQ tools.They developed an AI chatbot that mimics Socrates and constructed an intelligent midwifery teaching mode.A quasi-experimental design was utilized by the researcher to conduct a teaching experiment,supported by the AI chatbot,in a course titled Distance Education.This course included undergraduate students of Educational Technology as participants.The study results showed that the TMIM can significantly improve students'problem-solving ability,innovation ability,and collaborative learning ability than the teaching directly supported by ChatGPT,but has not significant impact on learning performance,critical thinking ability,and self-efficacy.To improve teaching effectiveness,researchers suggest enhancing the computing power of computer systems,developing learning scaffolds for critical thinking,constructing human-chatbot adaptability interaction mechanisms,and developing strategies to enhance self-efficacy.

关 键 词：助产术教学法 生成式人工智能 人机协同 智能会话机器人 高阶思维 

分 类 号：G434[文化科学—教育学]