摘要
生成式人工智能(GenAI)介入教育正在重构教育认知生态,对学生认知发展产生了巨大的冲击,亟待从认知发展理论的视角进行批判性审思。研究首先从理论原点与技术变革的张力、GenAI技术重构认知冲突、从人际协作到人机共生、从人际网络到人机群智四个方面,诠释GenAI对认知发展理论的重塑。其次,揭示GenAI如何通过三重辩证关系影响学生认知发展:即GenAI作为认知中介工具,在促进学生知识获取和思维发展的同时,也可能引发认知异化与分布式重构;GenAI支持学生认知过程的个性化适配,但也引发了思维同质化的认知风险;GenAI催生了协作扩展的认知增效,但带来了主体性消解的可能危机。最后,研究重构了“智能基座革新、角色关系重构、智能工具优化、保障机制建立”四位一体的学生认知发展路径,为破解GenAI融入教育引发的认知异化、认知结构解构以及社会伦理风险增加等困境提供了理论支撑与实践指导。
The intervention of Generative Artificial Intelligence(GenAI)in education is reshaping the cognitive ecology of education and has had a profound impact on students'cognitive development,making it important to conduct critical reflection from the perspective of cognitive development theory.Firstly,this study elaborates GenAI's reshaping of cognitive development theory from four aspects:the tension between the theoretical origin and technological transformation,the cognitive conflicts of GenAI's technological reconstruction,the transition from interpersonal collaboration to human-machine symbiosis,and the shift from interpersonal networks to human-machine cluster intelligence.Secondly,this study reveals how GenAI affects students'cognitive development through a triple dialectical relationship:GenAI,as a cognitive mediating tool,not only promotes students'knowledge acquisition and thinking development,but may also triggers cognitive dissimilation and distributed reconstruction.While GenAI supports individualized adaptation of students'cognitive process,it also leads to the cognitive risk of thinking homogeneity.GenAI fosters cognitive enhancement of expanded collaboration,yet brings about the potential crisis of subjectivity dissolution.Finally,this paper reconstructs the four-in-one cognitive development path for student cognitive development,namely intelligent base innovation,role relationship reconstruction,intelligent tool optimization,and guarantee mechanism establishment.This path provides theoretical support and practical guidance for addressing the challenges posed by GenAI integration into education,such as cognitive alienation,deconstruction of cognitive structures and increased social ethical risks.
作者
杨鸿武
雷爱霞
郭威彤
蒋双双
YANG Hongwu;LEI Aixia;GUO Weitong;JIANG Shuangshuang(School of Educational Technology,Northwest Normal University,Lanzhou Gansu 730070)
出处
《电化教育研究》
北大核心
2025年第9期74-82,共9页
E-education Research
基金
2020年度国家自然科学基金项目“藏族地区儿童国家通用语言口语智能学习的研究”(项目编号:62067008)
2022年度国家自然科学基金项目“大学生抑郁症的智能化识别和个性化自适应干预的研究”(项目编号:62267008)。
关键词
生成式人工智能
学生认知发展
认知发展理论
人机共生
GenAI
Students'Cognitive Development
Cognitive Development Theory
Human-Machine Symbiosis
作者简介
杨鸿武(1969-),男,甘肃合作人。教授,博士,主要从事人工智能、智能教育研究。E-mail:yanghw@nwnu.edu.cn。
