基于生成式人工智能的中学生人机协同写作行为及影响因素研究  

High School Students’Human-Generative Artificial Intelligence Collaborative Writing Behaviors and Influencing Factors

作　　者：李艳[1] 金皓月 董成立[2] 卢慧娟 LI Yan;JIN Haoyue;DONG Chengli;LU Huijuan(Zhejiang University,Hangzhou Zhejiang 310028;Zhejiang Taizhou High School,Taizhou Zhejiang 317008;Zhejiang Duqiao High School,Taizhou Zhejiang 317008)

机构地区：[1]浙江大学,浙江杭州310028 [2]浙江省台州中学,浙江台州317008 [3]浙江省杜桥中学,浙江台州317008

出　　处：《现代远距离教育》2025年第1期22-33,共12页Modern Distance Education

基　　金：国家自然科学基金面上项目“基于垂直领域大语言模型的智能中文写作平台设计、研发与应用研究”(编号:62477040)。

摘　　要：生成式人工智能为学校写作教学带来了新的机遇和挑战,尤其是当前许多中学生已在课外使用此类工具辅助写作。为更好地引导学生有效利用生成式人工智能以促进自身写作能力的发展,本研究采用混合研究方法,邀请53位高中生采用ChatGPT进行人机协同写作实践,探究人机协同写作的典型行为、协同方式、写作质量及影响因素。研究发现:(1)人机协同写作的典型行为涵盖提问、阅读、选择与复制、修订生成式人工智能的文本(包括删除、修改特定词语或句子、重组句子、概述提炼及重新表达等)以及独立写作(包括进行反思性修订)等;(2)人机协同写作涵盖人机共写(以人类为主、人机力量均衡和以ChatGPT为主)、ChatGPT直接生成和人类独立写作三种方式;(3)人机协同写作能够提高作文质量,但并非所有学生都能从中获利,所有方式中人机共写是较为理想的方式;(4)影响人机协同写作的因素包括人的协同动机、协同能力、写作能力、对ChatGPT写作价值的预设与判断、协同收获及情绪因素以及ChatGPT的内生性技术和写作表现等。Generative artificial intelligence offers new opportunities and challenges for writing instruction in schools,especially in the context where many secondary students are already utilizing such tools to assist with writing outside the classroom.To better explore whether generative AI can serve as a beneficial supplement to writing,this study utilizes a mixed-methods to explore the issue among a sample of 53 high school students,focusing on behavioral patterns,writing performance,and influencing factors.Our finding are as follows:(1)Collaborative writing behaviors include prompting,reading feedback,selecting and copying,revising AI-generated texts,writing independently,revisions with reflection,and other activities.(2)There are three typical behavior patterns observed among the participants,including co-writing with ChatGPT,instructing ChatGPT to directly generate essays,and writing independently without ChatGPT’s assistance.There are further subdivisions among co-writing with ChatGPT:student-led,balanced and ChatGPT-led.(3)Human-ChatGPT collaborative writing can improve students’writing quality,though not all students benefit equally.The changes in composition grades indicate that co-writing with ChatGPT is the most effective way.(4)Factors influencing human-machine collaborative writing include human collaborative motivation,collaborative skills,writing proficiency,preconceptions and evaluations of the value of ChatGPT,collaborative benefits,emotional responses,as well as the inherent technology and writing performance.

关 键 词：人机协同写作 协同行为 协同方式 写作质量 影响因素 

分 类 号：G43[文化科学—教育学]