摘要
基于大规模学情调查数据探讨在不同“挑战度”与“支持度”课堂环境中,人工智能影响大学生创新思维的内在机制。研究发现,学习投入是人工智能赋能创新思维的关键桥梁。技术主要通过激发深度认知和情感投入间接发挥作用,且其效能由环境塑造。课堂环境呈现“放大”和“替代”双重调节逻辑:“高挑战-高支持”环境强化以学习投入为中介的“放大”路径,而挑战或支持不足的环境则凸显“替代”路径。人工智能的教育价值并非其固有属性,而是由挑战与支持协同的课堂环境共同建构。
Based on large-scale student survey data,this study explores the underlying mechanisms by which AI influences college students’innovative thinking within curricular environments characterized by varying levels of“challenge”and“support”.The findings reveal that learning engagement acts as a bridge in enabling AI to foster innovative thinking.Specifically,AI exerts its effects indirectly primarily by stimulating deep cognitive and emotional engagement,and its efficacy is shaped by the curricular environment.The curricular environment exhibits a dual moderating logic of“amplification”and“substitution”:a“high challenge–high support”environment strengthens the“amplification”pathway mediated by learning engagement,whereas environments deficient in either challenge or support highlight the“substitution”pathway.The educational value of AI is not an intrinsic attribute but is co-constructed by the curricular environment through the synergy of challenge and support.
作者
李靓
张蓝文
史静寰
LI Liang;ZHANG Lanwen;SHI Jinghuan(People’s Public Security University of China,Beijing 100038;Tsinghua University,Beijing 100084)
出处
《中国高教研究》
北大核心
2026年第2期20-27,共8页
China Higher Education Research
基金
教育部人文社会科学研究青年基金项目“‘以学为本’的中国大学课堂环境研究”(24YJC880069)的研究成果。
关键词
大学生创新思维
生成式人工智能
课程挑战度
课程支持度
undergraduate innovative thinking
generative AI
curricular academic challenge
curricular support
