发表机构
Faculty of Education, The University of Hong Kong; Department of Education, Ocean University of China（香港大学教育学院; 中国海洋大学教育学院）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
该研究针对中国78名少数民族预科生，通过整合人在回路工作流等的GenAI课程，帮助学生转变对GenAI的依赖，提升提示自我效能，培养其人机协作的批判性认知能动性。
AI 中文摘要
生成式AI（GenAI）在推进少数民族学生教育公平方面具有重要潜力，它能拓宽学习资源获取渠道并缓解语言障碍。然而，这些益处被认知惰性的风险所抵消，学生可能将GenAI视为答案引擎或捷径，而非思考伙伴。这项基于设计的研究探究了教学支架如何将学生从被动消费转变为与GenAI的批判性共创。研究纳入了中国78名少数民族预科生，他们参与了为期三周的GenAI课程，该课程整合了人在回路工作流、教师建模及对比案例，以打破对GenAI的非批判性依赖。研究采用认知网络分析考察协作话语、主题分析分析学生反思、配对样本t检验评估提示自我效能的变化。结果揭示了策略性再利用现象：最初学生利用策略性话语协调高效复制；干预后，他们重新调整策略规划以支撑批判性评估与同伴共建。定性发现进一步表明，教师的支架帮助学生克服了最初的权威偏见和提示瘫痪，将自身重新定位为AI生成内容的主动把关人；这些转变得到了学生提示自我效能显著提升的佐证。研究表明，尤其对少数民族学生而言，仅技术训练是不够的；教育工作者应围绕人机协作设计针对性教学干预，以防止认知自满并培养认知能动性。
英文摘要
Generative AI (GenAI) holds significant promise for advancing educational equity among ethnic minority students by broadening access to learning resources and mitigating linguistic barriers. However, these benefits are counterbalanced by the risk of cognitive laziness, whereby students may treat GenAI as an answer engine or shortcut rather than as a partner in thinking. This design-based research investigated how pedagogical scaffolding can shift students from passive consumption to critical co-creation with GenAI. The study involved 78 ethnic minority preparatory students in China participating in a three-week GenAI course that integrated a human-in-the-loop workflow and teacher modeling with contrasting cases to disrupt uncritical reliance on GenAI. We employed epistemic network analysis to examine collaborative discourse, thematic analysis to analyze student reflections, and paired-samples t-tests to assess changes in prompt self-efficacy. Results revealed a phenomenon of strategic repurposing: initially, students instrumentalized strategy talk to coordinate efficient copying; however, after the intervention, they realigned strategic planning to scaffold critical evaluation and peer co-construction. Qualitative findings further indicated that the teacher's scaffolding helped students overcome their initial authority bias and prompt paralysis, repositioning themselves as active gatekeepers of AI-generated content; these shifts were corroborated by a significant increase in students' prompt self-efficacy. The study suggests that, particularly for ethnic minority students, technical training alone is insufficient; educators should design targeted pedagogical interventions around human-AI collaboration to prevent cognitive complacency and cultivate epistemic agency.
CommentsAccepted as a full paper by the 27th International Conference on Artificial Intelligence in Education (AIED 2026)
