远程教育杂志2025，Vol.43Issue(6)：13-21,9.DOI:10.15881/j.cnki.cn33-1304/g4.2025.06.003
生成式人工智能驱动的学习者认知跃迁
Generative Artificial Intelligence Driven Cognitive Leap for Learners:Practical Pathways for Convergent Intelligence Classrooms Based on Bloom's Taxonomy
摘要
Abstract
Classroom innovation supported by generative artificial intelligence(GenAI)should remain aligned with the funda-mental aim of education,which is to guide learners from basic knowledge acquisition toward more advanced cognitive engagement.This study examines the role of GenAI in convergent-intelligence classrooms and describes the mechanisms through which GenAI shapes learners'cognitive development.It identifies GenAI as possessing dual attributes as both a"human-oriented"entity and"tool-based"entity,and argues that these attributes jointly contribute to a nonlinear process of cognitive development.Drawing on Bloom's taxonomy of cognitive objectives,the study introduces a spiraled model of GenAI-enhanced cognitive progression.The model compris-es three interconnected phases:releasing cognitive"bandwidth"at the lower-order thinking stage;achieving a"pole-vault"leap from lower-order to higher-order thinking,and returning to lower-order thinking as required by higher-order practices.Building on this model,four instructional types within convergent intelligence classrooms are proposed:cognitive-foundation classrooms aimed at re-membering and understanding,thinking-development classrooms aimed at applying and analyzing,wisdom-emergence classrooms aimed at synthesizing and evaluating,and reverse-construction classrooms supporting non-linear and level-leap cognitive progression.This study provides a structured framework for educators seeking to integrate GenAI into classroom practice,guiding them to use the technology flexibly and ultimately ensuring that the application of technology aligns with the educational goal of supporting learners'cognitive growth.关键词
生成式人工智能/融智课堂/认知跃迁/布卢姆认知目标分类理论/对话式学习Key words
Generative artificial intelligence/Convergent-intelligence classroom/Cognitive leap/Bloom's taxonomy of cognitive objectives/Dialogic learning分类
社会科学引用本文复制引用
赵晓伟,沈书生,祝智庭..生成式人工智能驱动的学习者认知跃迁[J].远程教育杂志,2025,43(6):13-21,9.基金项目
本文系国家社会科学基金2024年度教育学青年项目"AIGC支持认识发生的数智苏格拉底对话式学习研究"(项目编号:CCA240256)的研究成果. （项目编号:CCA240256）
