协作学习中生成式人工智能促进创造性潜能的机理研究  

Research on the Mechanism of Generative Artificial Intelligence in Enhancing Creative Potentials in Collaborative Learning

作　　者：王春丽[1] 陈艳艳 顾小清 邢海风[3] WANG Chunli;CHEN Yanyan;GU Xiaoqing;Xing Haifeng(Faculty of Education,Henan Normal University,Xinxiang Henan 453007;Faculty of Education,East China Normal University,Shanghai 200062;College of Software,Henan Normal University,Xinxiang Henan 453007)

机构地区：[1]河南师范大学教育学部,河南新乡453007 [2]华东师范大学教育学部,上海200062 [3]河南师范大学软件学院,河南新乡453007

出　　处：《电化教育研究》2024年第11期76-83,共8页E-education Research

基　　金：2023年度河南省重点研发与推广专项(科技攻关)项目“大规模在线教育中学习者自我调节学习的动态测评与实时反馈研究”(项目编号:232102320150);2023年度河南省高等教育教学改革研究与实践项目(研究生教育类)“融合‘教学方法—学习空间—智能技术’的研究生协作学习设计与实践”(项目编号:2023SJGLX263Y)。

摘　　要：教育改革普遍重视学生创造性潜能培养,生成式人工智能(GAI)为此提供机遇。CHoM框架将创造性潜能分为创造性思维(发散、收敛)和创造性人格(好奇、坚持、协作)。研究在“教育技术研究方法”课程中,面向协作学习引入GAI工具,探索GAI如何促进学生创造性潜能发展。通过前后测、认知网络分析和滞后序列分析发现:触发发散思维是GAI诱发创造性潜能的首要原因,收敛思维与发散思维相伴发生则是GAI推动创造性潜能的必要条件,好奇与坚持的人格是GAI衍生创造性潜能的独特表现,而师生、生生的人际协作则是优化人机共创效果的关键保障。由此,研究揭示了GAI影响创造性潜能的机理,包括强化人际协作、推动思维由广至精、塑造人格的螺旋过程。最后,就深化研究体系、理清师—生—机关系以及培养学生能动性方面提出了建议。Educational reforms generally attach importance to the creative potential,and Generative Artificial Intelligence(GAI)provides opportunities for this.According to the CHoM framework,the creative potential is divided into creative thinking(divergent thinking,convergent thinking)and creative personality(curiosity,persistence,collaboration).In this study,GAI tools were introduced for collaborative learning in the course"Educational Technology Research Methods"to explore how GAI could promote the development of students'creative potential.Through pre-and post-tests,cognitive network analysis,and lag sequence analysis,it is found that triggering divergent thinking is the primary reason for GAI to induce creative potential,the co-occurrence of convergent thinking and divergent thinking is the necessary condition for GAI to promote creative potential.The personality of curiosity and persistence is the unique expression of GAI-derived creative potentials,teacher-student and student-student interpersonal collaboration are the crucial guarantee for optimizing the effects of human-machine co-creation.Thus,this study reveals the mechanism by which GAI influences the creative potential,including strengthening interpersonal collaboration,promoting transition of thinking from the broad to the refined,and shaping creative personality.Finally,suggestions are made regarding deepening the research system,clarifying the teacher-student-machine relationship,and cultivating students'initiative.

关 键 词：生成式人工智能 创造性潜能 创造力 协作学习 人机协同 

分 类 号：G434[文化科学—教育学]