【作 者】：
黄 涛， 龚眉洁， 杨华利， 王 涵， 张晨晨
【关 键 词 】：
人机协同； 人工智能； 小学语文； 写作能力； 精准诊断； 教学改进
【栏 目】：
课程与教学
【中文摘要】：
针对小学语文写作教学中存在的写作障碍问题，文章引入人工智能技术辅助教学，提出人机协同支持的小学语文写作教学模型。基于此，设计人机协同支持的小学语文写作教学流程，构建小学语文写作能力评价指标体系，通过人机合理分工，充分发挥机器便捷化采集与高性能计算优势，赋能学业数据智能诊断分析与推荐；同时，发挥人类（教师和学生）的认知特性，归因问题并指导教师科学决策。最后，根据模型设计写作教学案例，利用技术挖掘学生的薄弱环节，辅助教师开展差异化教学。通过跟踪三个班级一学期的教学实践，从组内时间特性和组间班级群体两个维度进行对比，验证人机协同支持的小学语文写作模型有助于写作问题的精准诊断，并促进学生写作水平的提升。
【英文摘要】：
Solving problems in complex contexts is a crucial skill in the 21st century. Flipped classroom, as a learning mode focusing on problem solving, cannot work without effective problem prompts. However, what kinds of problem prompts to use and how to use them need to be further studied. Through literature review, observation and case analyses, this paper, based on the cognitive classification of problem prompts and the four stages of problem- solving process, constructs a framework of "process prompt - refinement prompt - reflection prompt" before class and a framework of "problem characterization - program formulation - program analysis - monitoring and evaluation" in class and the application framework of the mixed problem prompts after class for flipped classroom. In addition, a quasi-experimental study was carried out in the information technology classroom in Grade 3 in a primary school. The results show that compared with the control group, the students in the experimental group are superior in academic performance and problem- solving ability, and the difference is significant. The students in the experimental group have a positive attitude towards the use of problem prompts.