用电影来教导学生如何将认知任务的良性外包给LLM
William Gopal1, Michael Quinn1
1University of Glasgow, 67 Oakfield Avenue, Glasgow, G12 8LP Scotland.
Digital society : ethics, socio-legal and governance of digital technology
|November 17, 2025
概括
这项研究表明,仅仅教学生使用人工智能 (UFCT) 进行批判性思维是不够的. 建议使用电影的替代方法,如Memento,以教导教育中的适当的人工智能委托技能.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 认知科学 认知科学
背景情况:
- 人们对学生过度依赖大型语言模型 (LLM) 存在担忧,这可能导致中学教育的认知失调.
- 首先使用批判性思维 (UFCT) 方法旨在通过教导学生在使用过程中评估LLM输出来减轻风险.
- 现有的教学方法可能无法充分解决决定"何时"将任务委托给人工智能的基本技能.
研究的目的:
- 评估Use-First Critical Thinking (UFCT) 方法在解决对人工智能对认知发展影响的担忧方面的充分性.
- 提出一种新的教学策略,增强学生对将任务委托给AI做出明智决策的能力.
- 在中学教育中引入基于电影的方法来教授适当的AI授权.
主要方法:
- 分析使用-首先批判性思维 (UFCT) 教学方法的局限性.
- 开发一个以人工智能任务委托的决策过程为重点的替代教育战略.
- 利用电影"Memento"作为一个案例研究来说明适当和不适当的委托场景.
主要成果:
- 虽然UFCT方法很有价值,但它没有足够地为学生提供超认知技能,以确定将任务委托给LLMs的适当性.
- 拟议的基于电影的方法为学生提供了一个实际的框架,以识别和分析人工智能授权的决策点.
- 学生可以通过分析叙事示例来学会辨别适当的和不适当的任务委托.
结论:
- 在批判性评估之前,需要采取主动的教学步骤:教导学生*什么时候*委托人工智能.
- 电影分析,以"Memento"为例,提供了一种有效的方法,用于培养学生在AI任务委托方面的判断力.
- 将媒体分析整合到人工智能教育中,可以在技术熟练程度的同时促进关键的认知性格发展.
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