文献类型：期刊文献

中文题名：生成式人工智能赋能高阶能力培养的教学设计

英文题名：Instructional design for cultivating higher-order competencies empowered by generative artificial intelligence

作者：史丽媛[1]

第一作者：史丽媛

机构：[1]北京联合大学商务学院,北京100025

第一机构：北京联合大学商务学院

年份：2026

期号：8

起止页码：1-5

中文期刊名：科教文汇

外文期刊名：Journal of Science and Education

基金：北京联合大学教改项目“人工智能赋能高阶思维培养的教学建构与实践”(JJ2025Y010)。

语种：中文

中文关键词：生成式人工智能;高阶能力;表层学习;深层学习;迁移学习;教学设计

外文关键词：generative artificial intelligence;higher-order competencies;surface learning;deep learning;trans?fer learning;instructional design

摘要：在人工智能时代,高阶能力的内涵特征正经历深刻演变。本文基于哈蒂的学习模型,构建“人机协同赋能表层学习—人机融智赋能深层学习—人机共创赋能迁移学习”的教学实施路径,系统推进学生高阶能力的协同发展。在此路径下,生成式人工智能赋能的教学设计应着力构建四大体系:三阶贯通的教学目标体系、智能生成的教学资源体系、协同探究的教学活动体系,以及数据驱动的教学评价体系。
In the era of artificial intelligence,the connotation and characteristics of higher-order competencies have undergone profound evolution.Based on Hattie’s learning model,this study constructs an instructional implementation pathway of“human-computer collaboration empowering surface learning,human-machine inte?gration empowering deep learning,and human-machine co-creation empowering transfer learning”to systemati?cally promote the synergistic development of students’higher-order competencies.Through this pathway,the in?structional design empowered by generative artificial intelligence should focus on constructing four major systems:a three-stage coherent teaching objective system,an intelligently generated teaching resource system,a collabora?tive inquiry-based teaching activity system,and a data-driven teaching evaluation system.