【作 者】：
单俊豪， 刘永贵
【关 键 词 】：
生成式人工智能； 学习设计； 学习体验； 教—学—评一体化； 人机协同教学
【栏 目】：
课程与教学
【中文摘要】：
学习设计是促进学生多元学习体验，提升学习绩效的基础。生成式人工智能的教育应用改变了传统知识观与学习观，也为创新学习设计模式提供了契机。研究首先从学习目标关注素养跃迁、学习场景强调实境探究、学习体验注重学习支持和学习评价侧重证据启发四个方面论述了生成式人工智能赋能学习设计的理念嬗变；其次，探讨了生成式人工智能赋能学习设计的基本内涵，提出了生成式人工智能应响应打造“以人为本”的适性学习理念、设计指向“教—学—评”一体化的学习流程以及构建“师—机—生”互融共生的学习新样态三项核心目标；再次，将生成式人工智能赋能学习设计的角色分为“经验型学习设计师”“智慧助学同伴”“智能点评专家”三类，并基于4C/ID模型提炼生成式人工智能赋能学习设计的操作性步骤；最后，从教师数字素养、学生学习态度及生成式人工智能技术的教育专业性三个方面探讨技术赋能学习设计的阻碍，并有针对性地提出应对之策。
【英文摘要】：
Learning design is the basis of promoting students' diverse learning experience and improving their learning performance. The educational application of generative artificial intelligence (AI) changes the traditional view of knowledge and learning, and also provides an opportunity for innovative learning design models. This study firstly discussed the concept evolution of generative AI-enabled learning design from four aspects: learning objectives designed for on literacy transition, learning scenarios for real-world exploration, learning experience for learning support and learning evaluation for evidence inspiration. Secondly, this study discussed the basic connotation of generative AI-enabled learning design, and put forward three core goals of generative AI: to build a "human-centered" adaptive learning concept, to design a learning process integrating "teaching-learning-evaluation", and to construct a new learning pattern of "teacher-machine-student" mutual integration. Thirdly, the roles of generative AI-enabled learning design were divided into three categories: "experienced learning designer", "intelligent learning companion" and "intelligent review expert". And the operational steps of generative AI-enabled learning design were extracted based on 4C/ID model. Finally, this study discussed the obstacles to technology-enabled learning design from three aspects of teachers' digital literacy, students' learning attitude and the educational professionalism of generative AI technology, and put forward corresponding countermeasures.