【作 者】：
王辞晓， 伍潇贝， 尚俊杰
【关 键 词 】：
人机协同教学； 人工智能； 基础教育； 课堂教学； 教学评价
【栏 目】：
课程与教学
【中文摘要】：
智能技术的飞速发展促使人机协同逐渐成为基础教育的主流教学形态。文章通过访谈教学者、学习者、研究者、研发者四类相关价值主体，提炼中小学人机协同教学的质量观和质量要素，进而构建兼顾主体间需求与差异的质量评价框架。通过对共计20位受访者的访谈文本进行主题分析和编码统计，研究发现：人机协同教学质量观有协同整合型、成效导向型、技术效能型、体验驱动型四类，各类主体均持有成效导向型质量观；结合对14位专家进行德尔菲专家咨询，最终确定中小学人机协同教学质量评价框架包含协同目标、协同策略、协同效率、协同效果、协同体验、协同伦理六个维度，各维度包含三个质量要素，其中实效性、互补性、个性化、交互性和满意度为核心质量要素。多元价值取向的质量观和质量评价框架能够为我国基础教育阶段智能教育的课堂实践与可持续发展提供设计依据和评价思路。
【英文摘要】：
The rapid development of intelligent technology has gradually made human-machine collaboration a mainstream teaching paradigm in basic education. This paper extracts the quality perspectives and quality elements of human-machine collaborative teaching in primary and secondary schools by interviewing four types of stakeholders: educators, learners, researchers, and developers. It then constructs a quality evaluation framework that takes into account the needs and differences among these stakeholders. Through thematic analysis and coding statistics of interview texts from a total of 20 participants, the study identified four quality perspectives on human-machine collaborative teaching: the collaborative integration-oriented, the outcome-oriented, the technology efficiency-oriented and the experience-driven. All stakeholders hold the outcome-oriented quality perspective. Combined with the Delphi expert consultation with 14 experts, the final quality evaluation framework for human-machine collaborative teaching in primary and secondary schools was determined to include six dimensions: collaborative objectives, collaborative strategies, collaborative efficiency, collaborative effects, collaborative experience and collaborative ethics. Each dimension contains three quality elements, among which effectiveness, complementarity, personalization, interactivity, and satisfaction are core quality elements. The quality perspectives and evaluation framework with multiple value orientations can provide a design basis and evaluation approach for the classroom teaching practice and sustainable development of intelligent education in China's basic education stage.