现代远距离教育

人智协同设计旨在通过个体与GenAI的动态协作完成某种设计活动。GenAI使用的便捷性容易导致个体思维产生惰性，反思策略的使用将有助于人智协同设计中个体作用的发挥。人智协同中融入反思策略，不仅能促进学生向内探索、审视自身与GenAI的互动过程，还有可能促进学生AI素养多维度水平的提升。本研究旨在描述一次融入反思策略的人智协同设计教学实践及其效果。49名大学生在GenAI的辅助下对两项课程任务的初始版本进行完善，在与GenAI的交互过程中，大学生以小组为单位对GenAI给出的反馈进行讨论，并在每次任务完成后以个人形式撰写反思日志。研究采用描述性分析、认知网络分析和主题分析等多种方法探究教学实践效果。结果表明，(1)在人智协同设计过程中，大学生的整体反思能力处于中等层次，偏向于过程反思层。高绩效组学生反思能力处于中等偏上水平，关注前提反思层，低绩效组学生反思能力处于中等偏下水平，更加关注内容反思层；(2)在人智协同设计教学实践中，大学生的整体知识探究处于中等水平，相对而言，大学生在深层知识探究方面表现较为薄弱，知识探究水平受到其反思能力影响；(3)融入反思策略的人智协同设计对大学生AI素养提升有明显支持作用；(4)大学生珍视课程提供的反思空间，期待获得与AI素养提升相关的指导。基于发现，本研究为人智协同背景下有效提升大学生反思能力和人工智能素养提供了三点建议。

Human-GenAI collaborative design aims to complete design tasks through dynamic collaboration between individuals and Generative AI. The ease of use of GenAI may lead to cognitive inertia, and applying reflection strategies can enhance individuals' roles in human-GenAI collaboration. Integrating reflection strategies into human-GenAI collaboration not only facilitates students' internal exploration and examination of their interactions with GenAI but also effectively enhances their multidimensional AI literacy. This study aimed to describe a human-GenAI collaborative design teaching practice that incorporates reflective strategies and evaluate its effects. Forty-nine college students, with the assistance of GenAI, improved the initial versions of two course tasks. During the interaction with GenAI, students engaged in group-based discussions to evaluate the feedback provided by the GenAI, and individually completed reflective journals after each task. The study employed descriptive analysis, cognitive network analysis, and thematic analysis to explore the practical effects. The results indicated: 1) In the process of human-GenAI collaborative design, the overall reflective ability of college students was at a medium level, with a preference for process reflection. The reflective ability of students in the high-performance group was at a medium-to-high level, focusing on premise reflection. The reflective ability of students in the low-performance group was at a medium-to-low level, paying more attention to content reflection. 2) In the process of human-GenAI collaborative design, college students' overall knowledge exploration was at a medium level. College students performed relatively weakly in deep knowledge exploration, and their reflective abilities influenced the depth of knowledge exploration. 3) The incorporation of reflective strategies in human-GenAI collaborative design would positively impact college students' AI literacy enhancement. 4) College students highly valued the reflective space provided by the course and looked forward to receiving guidance related to the improvement of their AI literacy. Based on these findings, the study proposed three suggestions to improve students' reflective abilities and AI literacy in the context of human-GenAI collaboration.