从工具到教师：重新思考搜索系统作为教学界面
From Tool to Teacher: Rethinking Search Systems as Instructive Interfaces
AI总结：
本文提出将搜索系统作为教学界面，通过设计促进用户批判性思维和学习策略的教育方法。
摘要：
信息访问系统如搜索引擎和生成式AI在人们如何获取、评估和解释信息方面至关重要。然而，大多数系统都是为了优化检索而不是帮助用户发展更好的搜索策略或批判性意识。本文引入了信息访问的教育视角，将搜索和对话系统概念化为可以教学、指导和支架用户学习的教学界面。我们借鉴了七个来自教育和行为科学的教育框架，分析现有和新兴系统功能，包括查询建议、来源标签和对话或代理AI，如何支持或限制用户学习。通过两个示例搜索任务，我们展示了不同设计选择如何促进批判性评估、元认知反思和策略迁移等技能。本文为评估信息访问系统的教学价值提供了概念视角，并概述了促进更有效、反思性和韧性强的信息寻求者的技术设计建议。
英文摘要：
Information access systems such as search engines and generative AI are central to how people seek, evaluate, and interpret information. Yet most systems are designed to optimise retrieval rather than to help users develop better search strategies or critical awareness. This paper introduces a pedagogical perspective on information access, conceptualising search and conversational systems as instructive interfaces that can teach, guide, and scaffold users' learning. We draw on seven didactic frameworks from education and behavioural science to analyse how existing and emerging system features, including query suggestions, source labels, and conversational or agentic AI, support or limit user learning. Using two illustrative search tasks, we demonstrate how different design choices promote skills such as critical evaluation, metacognitive reflection, and strategy transfer. The paper contributes a conceptual lens for evaluating the instructional value of information access systems and outlines design implications for technologies that foster more effective, reflective, and resilient information seekers.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
