【作 者】：
郭 炯， 荣 乾， 郝建江
【关 键 词 】：
人工智能； 教学应用； 人机协作； 研究综述； 替代教师； 赋能教师
【栏 目】：
课程与教学
【中文摘要】：
人工智能技术在教育教学中的应用日渐丰富，国内关于人机协同的研究多偏向于宏观理论探索，实践研究较少。鉴于此，研究以近三年三本具有国际影响力的期刊中人工智能教学应用相关文献为样本，以人工智能局部替代教学、赋能教学为焦点，分析国外人工智能教学应用研究现状。从中可以看出，当前国外研究者在探索认知特征、学习本质和教育规律的基础上，关注将机器学习、逻辑推理、自然语言理解等人工智能技术嵌入各类教学、学习、决策等工具、系统、平台中，支持构建体验学习情境、规范学习行为、评估学业水平和能力结构、制定个性化学习路径和内容等研究，旨在通过人机协同优化教学方式与路径，为学习者提供个性化学习服务。这些研究成果对开发人工智能教学产品、理解学习的本质、探索教学规律等提供了方法指导和可供借鉴的研究范式，但也存在人工智能教学应用研究狭窄化、碎片化、微观化等问题，后期还需从宏观、中观层面开展人工智能与教学的关系研究、人工智能教学应用关键技术研究、人工智能赋能教师的理论基础研究、人工智能与教学融合形态研究、人机协同背景下的教师人工智能教学应用素养研究等。
【英文摘要】：
The application of artificial intelligence technology in education and teaching is increasingly popular, and the domestic research on human-machine collaboration is mostly focused on macro theoretical exploration, but less on practical research. In view of this, this study takes the literature related to the application of artificial intelligence in teaching of three internationally influential journals in recent three years as samples, focuses on artificial intelligence instead of teaching and empowering teaching, and analyzes the current status of the application of artificial intelligence in teaching in foreign countries. It can be seen that in foreign countries, on the basis of exploring cognitive characteristics,learning essence and the law of education, the researchers focus on embedding artificial intelligent technologies such as machine learning, logical reasoning and natural language understanding into tools, systems, or platforms for teaching, learning and decision-making, to support the study on constructing experiential learning situations, standardizing learning behaviors, evaluating academic performance and ability structure, and formulating personalized learning paths and contents, etc., which aims to optimize the teaching methods and paths for providing personalized learning services for learners through human-computer cooperation. These researches results provide methodological guidance and referential research paradigm for developing artificial intelligence teaching products, understanding the nature of learning and exploring the principles of teaching, however, there are also some problems such as narrowing, fragmentation and microcosm in the research. Later researches need to be carried out from macroscopic and mesoscopic perspectives, including the relationship between artificial intelligence and teaching, key technologies in the application of artificial intelligence in teaching, the theoretical basis of artificial intelligence empowering teachers, the fusion form of artificial intelligence and teaching, and teachers' literacy under the background of human-machine collaboration.