基于大模型的深度课堂变革研究  

Research on Revolution Path of Deep-level Thinking Class Based on Large Language Models

作　　者：王琦 郭芳 张艺馨 马思腾 WANG Qi;GUO Fang;ZHANG Yixin;MA Siteng(Artificial Intelligence and Human Languages Lab,Beijing Foreign Studies University,Beijing 100089,China;Capital University of Economics and Business,Beijing 100070,China)

机构地区：[1]北京外国语大学人工智能与人类语言重点实验室,北京100089 [2]首都经济贸易大学城市经济与公共管理学院,北京100070

出　　处：《开放教育研究》2024年第4期104-112,共9页Open Education Research

基　　金：国家自然科学基金青年基金项目“个性化学习资源自动生成机制及其支持的适应性学习研究”(62307004);教育部人文社会科学青年项目“基于拔尖创新人才贯通培养的中小学校支持体系构建研究”(23YJC880077)。

摘　　要：大模型技术推动课堂教学走向“师—生—机”的三元互动,也倒逼教师转变角色。传统教学中,教师多以问题和任务促进深度课堂的实施。智能技术支持下,传统教学的“四何”问题开始转变,很大部分成为机器眼里的“是何”问题,如何重构课堂让学习者获得深度认知成为关键。基于此,本研究构建了以“四何”问题为内核的驱动任务、以“师—生—机”为三元主体的深度课堂角色转换机制,形成支持深度课堂目标达成的变革路径,并以B大学“学习科学”课程的研究生为对象开展实践。研究发现,学习者具备较高的学习动机、技术接受度和较低的认知负荷;相比低分组,高分组认知负荷低,能更好地处理技术和复杂任务带来的压力。研究结论可为大模型支持的深度课堂实施提供启示。The development of Large Language Model(LLM)technology is driving classroom teaching practice towards a three-player interaction model of"teacher-student-machine",transforming the role of teachers.With intelligent technologies,the traditional"Four Whys"questions begin to become"what"problems in the eyes of machines.Based on this,this study updates the"Four Whys"questions and utilizes them as the core driving task in the class.Using the"teacher-student-machine"model to create a transformation path to support the achievement of deep-level thinking class goals,this study was conducted in a"Learning Science"course from a university.The study results showed that learners have achieved high learning motivation,technology acceptance,and low cognitive load.At the same time,high groups have lower cognitive load compared to low groups,and can better handle the pressure brought by technology and complex tasks.Overall,this study provides reference for the implementation of deep-level thinking class supported by LLM.

关 键 词：智能时代 深度课堂 实施策略 大模型 

分 类 号：G642.42[文化科学—高等教育学]