摘要
Abstract
While Generative Artificial Intelligence(GAI)brings learning convenience,it also poses a realistic risk of cognitive outsourcing,presenting a severe challenge to learner subjectivity.In response to this challenge,this study first reconstructs at the theoretical level,proposing the symbiotic Learning paradigm and exploring its ontological,epistemological,and methodological shifts.Further-more,the study redefines learner subjectivity as cognitive mastery.Guided by this theoretical frame-work,the study takes the Advanced Animation Design course as a case study,designing and imple-menting a critical AI interaction three-step teaching practice.It aims to explore a feasible path from cognitive outsourcing to cognitive mastery.The final data analysis indicates that by constructing a criti-cal symbiotic field and a process-oriented assessment system,this practice can effectively avoid the cognitive outsourcing trap,significantly enhance students'cognitive mastery,and ensure that technol-ogy serves the fundamental goals of education.关键词
生成式人工智能/共生学习/认知外包/认知驾驭/教学实践Key words
GAI/symbiotic learning/cognitive outsourcing/cognitive mastery/teaching practice分类
社会科学
