【作 者】：
杨南昌， 覃 稔， 梁慧芳， 颜 庆
【关 键 词 】：
生成式学习； 生成式人工智能； 人机协同； 学习科学
【栏 目】：
理论探讨
【中文摘要】：
GenAI正加速融入学校的课堂教学，然因教师对GenAI赋能学习的内在机制了解不足，可能带来人机协同的浅层应用甚至“赋能”变“负能”的潜在风险。GenAI赋能学习的关键在于如何有效触发学生的生成认知加工，将外在机器的内容生成转变成学生内在的意义生成。为此，在系统梳理传统生成式学习相关理论的基础上，研究尝试从学习科学角度，重新审视数智时代学习作为一种生成活动的本质，揭示生成式学习作为GenAI赋能学习新样态的内涵、特征与机制。研究认为，GenAI赋能的生成式学习是以个体内部“选择—组合—整合—意义建构”（SOIS）为主线、以GenAI认知增强为辅线、以人机协同创造性产出为结果的复杂作用过程。研究建议，在探索GenAI赋能的课堂教学创新时，教师要牢牢把握主线优先、辅线增强、主辅平衡3条设计原则，并从目标转向、内容转型、方式融合、评价升级、规约平衡等多维度系统思考生成式学习的实践进路。
【英文摘要】：
Generative Artificial Intelligence (GenAI) is accelerating its integration into classroom teaching and learning in schools. However, due to teachers' limited understanding of the underlying mechanisms through which GenAI empowers learning, there exists the potential risk of superficial human-machine collaboration applications, and even the possibility that "empowerment" may turn into "disempowerment". The key to GenAI-empowered learning lies in effectively triggering students' generative cognitive processing, transforming the machine's external content generation into students' internal meaning generation. To this end, based on a systematic review of traditional generative learning theories, the study attempts to re-examine the essence of learning as a generative activity in the digital intelligence era from the perspective of learning sciences, and explores the connotations, characteristics, and mechanisms of generative learning as a new form of GenAI-empowered learning. The study argues that GenAI-empowered generative learning is a complex process with the individual's internal "selection-organization-integration-sense making"(SOIS) as the primary thread, GenAI cognitive augmentation as the secondary thread, and human-machine collaboration creative output as the result. The study suggests that when exploring innovations in GenAI-empowered classroom teaching and learning, teachers should firmly adhere to three design principles: prioritizing the primary thread, enhancing the secondary thread, and balancing the two threads. Additionally, teachers should systematically consider the practical pathways of generative learning from multiple dimensions, including goal reorientation, content transformation, method integration, evaluation upgrading, and convention equilibrium.