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
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.