ChatGPT作为科学启蒙中的联合顾问：初等教育中基于项目学习的行动研究
ChatGPT as Co-Advisor in Scientific Initiation: Action Research with Project-Based Learning in Elementary Education
AI总结：
本研究采用行动研究方法，评估ChatGPT作为联合顾问在小学PBL项目中的有效性，发现其能显著提高学生参与度、降低教师抵触情绪并推动教育实践文化变革。
摘要：
背景：在当代教育环境中，技术具有推动创新教学实践的力量。克服师生对新方法和新技术的抵触情绪是一个亟待解决的挑战。目标：评估ChatGPT作为研究项目联合顾问的有效性，及其对基于项目的学习（PBL）实施的影响，同时评估其在克服对新教学方法抵触情绪方面的作用。设计：采用行动研究方法，包括非结构化访谈和通过Google Forms发放问卷。环境与参与者：研究在一所小学进行，共有353名学生和16名教师参与。数据收集与分析：数据通过会议和访谈中的观察与记录收集，辅以电子问卷，并通过Microsoft Excel和Google Forms进行定量与定性分析。结果：将ChatGPT作为教学工具引入提高了学生的参与度，降低了教师的抵触情绪，这在当地科学展览的认可中得到了体现。结论：研究证实了ChatGPT在学校研究联合指导中的实用性，突出了其在促进PBL和推动教育实践文化变革中的作用，并指出积极的学校管理是适应教育创新的催化要素。
英文摘要：
Background: In the contemporary educational landscape, technology has the power to drive innovative pedagogical practices. Overcoming the resistance of teachers and students to adopting new methods and technologies is a challenge that needs to be addressed. Objectives: To evaluate the effectiveness of ChatGPT as a co-advisor in research projects and its influence on the implementation of Project-Based Learning (PBL), as well as overcoming resistance to the use of new pedagogical methodologies. Design: An action-research methodology was employed, including unstructured interviews and the application of questionnaires via Google Forms. Setting and Participants: The research was conducted in an elementary school, involving 353 students and 16 teachers. Data Collection and Analysis: Data were gathered through observations and notes in meetings and interviews, complemented by electronic questionnaires, with quantitative and qualitative analyses performed via Microsoft Excel and Google Forms. Results: The introduction of ChatGPT as a pedagogical tool led to increased student engagement and decreased teacher resistance, reflected in recognition at local science fairs. Conclusion: The study confirmed the utility of ChatGPT in school research co-orientation, highlighting its role in facilitating PBL and promoting cultural changes in educational practice, with proactive school management identified as a catalysing element in adapting to educational innovations.
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