文献类型：期刊文献

中文题名：职前教师人机协同教学设计能力培养实证研究——基于自我生成教学理论视角

英文题名：An Empirical Research on the Development of Pre-service Teachers'Human-Machine Collaborative Instructional Design Abilities——From the Perspective of Self-Generated Instruction Theory

作者：吴斓[1];王阿习[2];董艳[3]

第一作者：吴斓

机构：[1]南京信息工程大学教师教育学院,江苏南京210044;[2]北京联合大学师范学院,北京100011;[3]北京师范大学教育学部,北京100875

第一机构：南京信息工程大学教师教育学院,江苏南京210044

年份：2024

卷号：45

期号：12

起止页码：105-112

中文期刊名：电化教育研究

外文期刊名：E-education Research

收录：;国家哲学社会科学学术期刊数据库;北大核心:【北大核心2023】；CSSCI:【CSSCI2023_2024】；

基金：2023年度江苏省高校哲学社会科学研究一般项目“基于项目式学习的师范生人机协同教学能力培养研究”(项目编号:2023SJYB0186);2024年教育部人文社科青年基金项目“大规模在线教研中同伴反馈‘情感—认知’智能识别及可视化研究”(项目编号:24YJC880126)。

语种：中文

中文关键词：生成式人工智能;人机协同;教学设计;职前教师;自我生成教学

外文关键词：Generative Artificial Intelligence;Human-Machine Collaboration;Instructional Design;Pre-service Teachers;Self-generated Instruction

摘要：教师的教学设计能力是影响教育教学质量和效率的关键因素之一,发展职前教师教学设计能力成为师范教育阶段培养的重点。然而,职前教师在教学设计过程中缺少资源支持和个性化指导,容易导致对教学设计理解浮于表面,甚至失去兴趣和信心。而生成式人工智能以其丰富的知识储备、类人的思维逻辑和高效应答行为,在赋能职前教师教学设计能力发展方面展现出优势。基于此,研究在自我生成教学理论指导下,分析职前教师人机协同教学设计过程,包括“知识检索—结构重建—方案生成”三大环节。基于该模型设计了职前教师人机协同教学设计能力培训活动,并开展了实证研究。通过培训前后数据的对比分析,发现在教学设计理解、高阶思维水平以及教学设计信心方面均有显著提升,最后对结果进行讨论,并提出发展性建议。
Teachers'instructional design ability is one of the key factors affecting the quality and efficiency of education,and the development of pre-service teachers'instructional design ability has become the focus in teacher education.However,because of lacking resource support and personalized guidance in the process of instructional design,pre-service teachers are prone to superficial understanding of instructional design and even lose interest and confidence.Generative artificial intelligence(GAI),with its rich knowledge reserve,human-like thinking logic and efficient response,has shown typical advantages in empowering pre-service teachers to develop their instructional design ability.Based on this,this study,under the guidance of self-regulated instruction theory,analyzed the process of human-machine collaborative instructional design,including three major stages of knowledge retrieval,structure reconstruction,and plan generation.Based on this model,the training activities for pre-service teachers'human-computer collaborative instructional design ability were designed and an empirical study was conducted.By comparing the data before and after the training,it was found that there were significant improvements in the understanding of instructional design,the level of higher-order thinking,and confidence in instructional design.Finally,this paper discussed the results and proposed some developmental suggestions.