在使用生成性AI的预服务教师中,更高层次的思维和解决问题的技能发展之间的关系:基于调节调解的分析
Yinjie Zhang1, Hong Tian2, Jijian Lu3
1Hebei Petroleum University of Technology, ChengDe, China.
BMC psychology
|October 1, 2025
概括
生成型人工智能培训增强了服务前教师的创造性和批判性思维,提高了解决问题的技能. 超认知思维进一步放大了这种效应,证明了人工智能辅助教育中适度的调解作用.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 高级思维技巧 高级思维技巧
背景情况:
- 人工智能 (AI) 正在改变教育,生成性AI (GAI) 越来越多地用于教学设计和内容创作.
- GAI对更高层次思维技能 (创造性,批判性,元认知) 的影响及其对解决问题的影响仍未得到充分研究.
- 了解GAI在发展这些认知能力中的作用,对于有效的教育融合至关重要.
研究的目的:
- 调查生成性AI (GAI) 培训如何影响服务前教师的高阶思维技能.
- 分析GAI增强的创造性思维,批判性思维,元认知意识和解决问题的能力之间的关系.
- 探索元认知思维在批判性思维和问题解决能力的发展中的调解作用.
主要方法:
- 实施了一个为期四周的生成人工智能支持的教学设计培训计划.
- 473名来自科学,计算机科学和数学课程的预服务教师参加了.
- 高级思维技能在培训前和培训后被评估,用于分析的调节调解模型.
主要成果:
- 生成型人工智能培训显著改善了服务前教师的创造性思维.
- 增强的创造性思维对批判性思维能力产生了积极的影响.
- 发现元认知思维能够调节创造性思维和批判性思维之间的关系,从而影响问题解决.
结论:
- 使用生成性AI培训服务前教师有效促进创造性思维,这反过来提高了批判性思维.
- 超认知思维发挥着重要的调节作用,放大了创造性思维对批判性思维和解决问题的积极影响.
- GAI的整合可以成为一种有价值的工具,用于培养教育中有效解决问题的复杂认知技能.
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