探索K-12教师对学生与AI伴侣关系的看法：边界、干预策略与设计启示
Exploring K-12 Teachers' Perceptions of Students' Relationships with AI Companions: Boundaries, Intervention Strategies, and Design Implications
- Carnegie Mellon University（卡内基梅隆大学）
- University of Chicago（芝加哥大学）
- University of Oxford（牛津大学）
- New Jersey Institute of Technology（新泽西理工学院）
机构由 AI 辅助整理，请以论文原文为准。
中文总结 AI 辅助
本研究通过访谈33名美国K-12教师，探讨他们对学生与AI伴侣关系的看法，提出AI伴侣素养概念，并讨论边界、干预策略及设计启示。
中文摘要 AI 辅助
K-12学生越来越多地与AI伴侣建立关系。学校面临着教授AI素养的日益增长的期望，然而现有框架将AI视为工具而非关系，并且对教师如何理解和应对学生与AI的关系性使用知之甚少。我们对33名美国K-12教师进行了基于场景的访谈。教师欢迎学术伴侣，但担心亲密伴侣会消除学生通过其学习维持人际关系的成长摩擦。教师通过设定和可观察的福祉来划定其管辖范围的边界：在边界内，他们教导、交谈和观察；在边界外，他们将自己定位为最能注意到学生并将其与支持联系起来的成年人。他们设想AI伴侣素养是辅导员、家长、平台和政策制定者跨管辖范围的共同工作，并随年级水平螺旋式上升。我们引入AI伴侣素养作为AI素养的延伸，并讨论其对K-12 AI教育的影响。
英文摘要
K-12 students increasingly form relationships with AI companions. Schools face growing expectations to teach AI literacy, yet existing frameworks treat AI as a tool rather than a relationship, and little is known about how teachers understand and act on students' relational use of AI. We conducted scenario-based interviews with 33 US K-12 teachers. Teachers welcomed academic companions but worried that intimate companions remove the developmental friction through which students learn to sustain human relationships. Teachers drew the boundaries of their jurisdiction by setting and observable wellbeing: within it they taught, talked, and watched; beyond it they positioned themselves as the adults best placed to notice and connect students with support. They envisioned AI companion literacy as shared work across the jurisdictions of counselors, parents, platforms, and policymakers, spiraling across grade levels. We introduce AI companion literacy as an extension of AI literacy and discuss implications for K-12 AI education.
