生成式人工智能辅助教学的“梯”与“坑”  

The"Ladder"and"Pitfalls"of Generative Artificial Intelligence(GAI)in Assisting Instruction

作　　者：罗杨洋 LUO Yangyang(Institute of Higher Education,Lanzhou University,Lanzhou,730000,China)

机构地区：[1]兰州大学高等教育研究院,甘肃兰州730000

出　　处：《高等理科教育》2025年第2期1-5,共5页Higher Education of Sciences

基　　金：全国教育科学“十四五”规划2022年度课题“数字化转型视角下中西部高校教学系统性变革研究”(项目编号:BCA220213)。

摘　　要：2025年初DeepSeek大模型爆发式应用,大量案例表明生成式人工智能(GAI)正在深度融入教育教学。本文基于建构主义与技术批判双重视角,从GAI辅助教学的技术机制与原理出发,揭示GAI在教学中的赋能路径与潜在风险。研究发现:在“梯”的维度,GAI可促进学习者个性化认知觉醒,辅助学习者全方位能力提升和赋能学习者核心素养发展;在“坑”的维度,教育者要特别注意如果不分学科采纳GAI辅助教学案例、学习者数字素养不均、学习者依赖GAI现象产生时,GAI可能为学习者带来负面作用。本研究为平衡技术效率与教育本质提供了理论框架与实践路径。In 2025,the explosive application of the DeepSeek large model has demonstrated that Generative Artificial Intelligence(GAI)is deeply integrating into education and teaching.This paper,based on the dual perspectives of constructivism and technological criticism,starts from the technical mechanisms and principles of GAI-assisted teaching to reveal the empowering paths and potential risks of GAI in teaching.The research findings indicate that:in the dimension of"ladder",GAI can promote the personalized cognitive awakening of learners,assist learners in comprehensive ability enhancement,and empower the development of learners'core literacy;in the dimension of"pitfalls",educators should pay special attention to the fact that if GAI-assisted teaching cases are adopted without considering subject differences,if learners have uneven digital literacy,and if learners become dependent on GAI,GAI may bring negative impacts to learners.This study provides a theoretical framework and practical path for balancing technological efficiency and the essence of education.

关 键 词：生成式人工智能 赋能教学 赋能 陷阱 

分 类 号：G642.41[文化科学—高等教育学]