现代教育技术2026，Vol.36Issue(6)：44-55,12.DOI:10.3969/j.issn.1009-8097.2026.06.005
基于智能体回复逻辑的教学交互框架研究
Research on the Teaching Interaction Framework Based on Agent Response Logic
摘要
Abstract
With agents entering classroom,agent-supported teaching interaction has become an innovative approach for developing students'higher-order thinking skills.However,existing studies mainly focus on the overall effectiveness of agents'intervention in teaching,while insufficiently revealing the mechanisms of how different response logics influence students'higher-order thinking skills.Therefore,this paper constructed the teaching interaction framework based on agent response logic,proposed three types of agent response logics named constructive,heuristic,and evaluative,and conducted a teaching interaction experiment based on agent response logic to investigate the impact of different response logics on students'higher-order thinking skills,and reveal the path of metacognition involved.The results showed that all three types of agent response logics could effectively improve students'higher-order thinking skills,and presented an improvement effect of"heuristic>constructive>evaluative",but their pathways and advantageous dimensions were different.In addition,the multiple regression analysis further showed that metacognition played an important role in the process of agent response logic influencing higher-order thinking skills,while different response logics acted on specific dimensions of metacognition in different ways.The research in this paper provided clear evidence for the differentiated configuration,complementary synergy,and staged integration of agents in teaching interaction,and offered practical implications for the cultivation of students'higher-order thinking skills.关键词
智能体/教学交互/回复逻辑/高阶思维能力/人机协同Key words
agent/teaching interaction/response logic/higher-order thinking skill/human-machine collaboration分类
社会科学引用本文复制引用
张振梅,赵亚如,黄文娟,黄涛..基于智能体回复逻辑的教学交互框架研究[J].现代教育技术,2026,36(6):44-55,12.基金项目
本文为2024年度全国教育科学规划国家重点项目"中国数字教育实践的理论建构研究"(项目编号:ACA240018)的阶段性研究成果. （项目编号:ACA240018）
