摘要
元认知是学生对自身认知过程进行监控与调节的一种高阶思维活动,如何将人类教师智慧与机器智能融合并实现优势互补,以协同支持学生的元认知发展,是人机协同教学面临的重要挑战。对此,文章首先围绕元认知调控、元认知策略建构、元认知策略迁移三个子过程,构建了面向元认知干预的人机协同教学模式。之后,文章通过对比实验,进行了元认知水平差异分析和行为序列差异分析,发现:该模式能有效提升学生的元认知知识水平及其在元认知调节过程中的计划与评价能力;任务分解构成了元认知调控的核心连接枢纽,基于有限选择策略的元认知干预在促进学生系统性地规划日程方面具有积极效果,人机协同设计的脚本支架能有效提升学生的自我总结与反思能力。最后,文章探讨了研究结论为开展面向元认知干预的人机协同教学带来的启示。文章的研究验证了面向元认知干预的人机协同教学模式的有效性,可为开展人机协同教学、实现规模化教学中的个性化元认知干预提供参考。
Metacognition refers to a higher-order thinking activity in which students monitor and regulate their own cognitive processes.How to integrate the wisdom of human teachers with machine intelligence and achieve complementary advantages to jointly support the development of students’metacognitive is a significant challenge faced by human-machine collaborative teaching.To address this,the paper first constructed the human-machine collaborative teaching model faced for metacognitive intervention around three sub-processes:metacognitive regulation,metacognitive strategy construction,and metacognitive strategy transfer.Subsequently,through comparative experiments,this paper conducted an analysis of the differences in metacognitive levels and behavioral sequences,and found that this model can effectively enhance students’metacognitive knowledge level and improve their planning and evaluation abilities during metacognitive regulation.Task decomposition constituted core connecting hub of metacognitive regulation,and metacognitive intervention based on the finite choice strategies had a positive effect in promoting students to systematically plan their schedules.The script scaffold designed by human-machine collaboration can effectively enhance students’self-summary and reflection abilities.Finally,this paper explored the implications brought by the research conclusions for implementing human-machine collaborative teaching faced for metacognitive intervention.The research in this paper validated the effectiveness of the human-machine collaborative teaching model faced for metacognitive intervention,which can provide reference for carrying out human-machine collaborative teaching and achieving personalized metacognitive intervention in large-scale teaching.
作者
林禹竹
任永功
多召军
LIN Yu-Zhu;REN Yong-Gong;DUO Zhao-Jun(School of Computer Science and Artificial Intelligence,Liaoning Normal University,Dalian,Liaoning,China 116081;Faculty of Education,Liaoning Normal University,Dalian,Liaoning,China 116029)
出处
《现代教育技术》
2025年第11期51-59,共9页
Modern Educational Technology
基金
辽宁师范大学自然科学青年培育项目“学习者认知增强的学科知识图谱构建机制与关键技术研究”(项目编号:LS2024Q006)的阶段性研究成果。
关键词
元认知干预
人机协同教学
元认知策略
智能技术
metacognitive intervention
human-machine collaborative teaching
metacognitive strategy
intelligent technology
