何为批判性地使用AI？通过学生对AI生成内容的评估解析批判性AI素养

中文摘要 AI 辅助

尽管批判性AI素养已成为一项重要的教育目标，但该概念在概念层面仍较为宽泛，且未得到充分明确，难以指导学生日常与AI的互动。本研究考察学生如何批判性评估AI生成内容，通过分析学生的聊天机器人互动及书面反思，我们首先确定了AI支持的学术任务完成的七个阶段，以及AI承担的五种功能角色；更重要的是，我们识别出学生用于评估AI生成响应的八种评价维度：准确性、完整性、任务契合度/相关性、个性化、实用性、创造性、伦理性及偏见。研究结果表明，批判性AI素养不仅限于验证AI生成信息的事实准确性，批判性地与AI互动涉及对AI生成内容的认知质量、情境适配性、实践可行性、创造性价值及伦理影响的情境化多维度判断。该框架既为新兴的批判性AI素养文献提供了概念贡献，也为教育者提供了实用工具，助力学习者从被动接受AI转向审慎、情境敏感且负责任的人类判断。

英文摘要

Although critical AI literacy has emerged as an important educational goal, the construct remains conceptually broad and insufficiently specified for guiding students' day-to-day interactions with AI. This study examines how students critically evaluated AI-generated content. Drawing on an analysis of students' chatbot interactions and written reflections, we first identified seven stages of AI-supported academic task completion and five functional roles assumed by AI. More importantly, we identified eight evaluative lenses that students used to assess AI-generated responses (accuracy, completeness, task alignment/relevance, personalization, practicality, creativity, ethics, and bias). The findings suggest that critical AI literacy extends beyond verifying the factual accuracy of AI-generated information. Rather, critically engaging with AI involves situated and multidimensional judgment about the epistemic quality, contextual fit, practical feasibility, creative value, and ethical implications of AI-generated content. The framework offers both a conceptual contribution to the emerging literature on critical AI literacy and a practical tool for educators seeking to help learners move from passive acceptance of AI toward deliberate, context-sensitive, and responsible human judgment.

发表机构

• The University of Texas at San Antonio（圣安东尼奥得克萨斯大学）
• The University of Alabama（阿拉巴马大学）

机构由 AI 辅助整理，请以论文原文为准。