【作者】 杨国锋；

【导师】 陈实；

【作者基本信息】 华中师范大学， 学校课程与教学（专业学位）， 2024， 博士

【摘要】 本文聚焦于基础教育领域的深刻变革,特别是“双新”引领下的教研、教改热潮与“双减”政策下教培、教育焦虑的降温。文章指出,“新”的核心在于以学生为中心的教育观,而“减”的根本在于提质增效,即提高学生学习质量,以消解教育领域内的“剧场效应”。人工智能技术的发展给教育领域带来新的机遇,通过人机协同教学有望破解当下教育难题。在此基础上,本文进一步探讨了教育信息化及人机协同教学在提升学生学习质量中的重要作用。 本研究旨在探讨人机协同教学在提升高中生地理学习质量中的应用及其效果。通过深入剖析高中生地理学习质量的内涵与特征,构建了高中地理学习质量发展模型,并结合人机协同教学的理论基础,构建了指向学习质量提升的人机协同教学模式。通过两轮行动研究,验证了该教学模式的有效性和可行性,并提出了基于人机协同提升高中生地理学习质量的策略。 研究首先对高中生地理学习质量和人机协同教学进行了概念界定和理论探讨,明确了学习质量的内涵综合性、素养习得性、质量标准性、动态生成性和个体差异性等特征,以及人机协同教学的内涵和意义。在此基础上,构建了高中生地理学习质量发展模型,该模型以地理核心素养为核心,强调学习质量的四阶段过程:启动、行动、评估、改进,联动思维三系统,为后续的教学模式构建和策略研究提供了理论支撑。 针对人机协同教学模式的构建,研究结合人机关系的相关理论和知识观、学习观的相关理论,提出了指向学习质量提升的高中人机协同(LQ-HMC)教学的特征与原则。在此基础上,构建了人机协同教学模式,该模式以智能教学平台为基础,通过教师教导、学生学习和智能平台的协同作用,实现教学规模化与个性培养的结合,有效提升学习质量。 为了验证教学模式的有效性,研究进行了两轮行动研究。首轮行动研究结果表明,LQ-HMC教学能够显著增强学生的地理学习动机,提高学习成绩,并使学生更好地掌握答题方法和策略。然而,研究也揭示了人机协同教学任务不够精炼、教学内容不够优化以及个性化指导不足等问题。针对这些问题,第二轮行动研究聚焦于LQ-HMC教学环节的优化,通过筛选任务类别、紧密联系学情以及实施人性关怀和个性化指导等措施,有效提升了教学质量。 最后,研究提出了基于人机协同提升高中生地理学习质量的策略,包括激发地理学习动机、提升目标清晰度、构建地理学习反馈机制以及生成教师期望效应等策略。这些策略旨在通过人机协同的方式,充分发挥人工智能和教师的各自优势,共同提升高中生的地理学习质量。 本研究不仅在理论上丰富了人机协同教学和地理学习质量的相关研究,而且在实践上为高中地理教学提供了新的思路和方法,可为高中地理教学质量的提升提供有益的参考和借鉴。更多还原

【Abstract】 This article focuses on the profound changes in the field of basic education,especially the upsurge in teaching research and education reform led by the "double innovation" policy and the cooling of anxiety in teaching,training and education under the "double reduction" policy.The article points out that the core of "innovation" lies in the student-centered view of education,while the root of "reduction" lies in improving quality and efficiency,that is,improving the quality of students' learning to eliminate the "theatre effect" in the field of education.The development of artificial intelligence technology has brought new opportunities to the field of education,and it is expected to solve current educational problems through human-machine collaborative teaching.On this basis,this article further explores the important role of educational informatization and human-computer collaborative teaching in improving students' learning quality. This study aims to explore the application and effect of human-computer collaborative teaching in improving the quality of geography learning for high school students.Through an in-depth analysis of the connotation and characteristics of high school students' geography learning quality,a development model of high school geography learning quality was constructed.Combined with the theoretical basis of human-computer collaborative teaching,a human-computer collaborative teaching model was constructed to improve learning quality.Through two rounds of action research,the effectiveness and feasibility of this teaching model were verified,and strategies for improving high school students' geography learning quality based on human-machine collaboration were proposed. The study first conceptualized and theoretically discussed the quality of geography learning for high school students and human-computer collaborative teaching,and clarified the characteristics of learning quality such as comprehensive connotation,literacy acquisition,quality standards,dynamic generation and individual differences,and The connotation and significance of human-computer collaborative teaching.On this basis,a quality development model of geography learning for high school students was constructed.This model takes the core competencies of geography as the core and emphasizes the four-stage process of learning quality: initiation,action,evaluation,improvement,and the three systems of linked thinking,which serve as the subsequent teaching model.Construction and strategy research provide theoretical support. In view of the construction of human-computer collaborative teaching model,this paper studies the relevant theories of human-computer relationship and knowledge concept and learning concept,and proposes the characteristics and principles of high school human-computer collaboration(LQ-HMC)teaching that are aimed at improving the quality of learning.On this basis,a human-computer collaborative teaching model was constructed.This model is based on an intelligent teaching platform.Through the synergy of teacher teaching,student learning and intelligent platforms,it achieves the combination of teaching scale and personality cultivation,and effectively improves the quality of learning. In order to verify the effectiveness of the teaching model,the study conducted two rounds of action research.The results of the first round of action research show that LQ-HMC teaching can significantly enhance students' geography learning motivation,improve academic performance,and enable students to better master question-answering methods and strategies.However,the research also revealed problems such as insufficient refinement of human-machine collaborative teaching tasks,insufficient optimization of teaching content,and insufficient personalized guidance.In response to these problems,the second round of action research focused on the optimization of LQ-HMC teaching links,effectively improving the quality of teaching by screening task categories,closely contacting academic situations,and implementing human care and personalized guidance. Finally,the study proposes strategies to improve high school students' geography learning quality based on human-computer collaboration,including stimulating geography learning motivation,improving goal clarity,building a geography learning feedback mechanism,and generating teacher expectation effects.These strategies aim to give full play to the respective advantages of artificial intelligence and teachers through human-machine collaboration to jointly improve the performance of high school students. This study not only enriches the theoretical research on human-machine collaborative teaching and geography learning quality but also provides new ideas and methods for high school geography teaching in practice.It can provide useful references for improving the quality of high school geography teaching.更多还原