Volume 4,Issue 9
生成式AI 支持下的物理概念教学设计
—— 以能量守恒概念为例
针对高职生对能量守恒概念理解停留于公式记忆、系统认知不足的问题，本文构建“概念转变— 多元表征— 支架式教学”框架，将生成式AI 嵌入概念教学。以80名高职生为对象开展教学干预，结合课堂观察、概念表述编码和访谈资料分析教学效果。结果显示，学生对能量守恒的多要素理解、情境表达与概念辨析能力均有提升。研究表明，生成式AI 可丰富表征形式与研讨素材，但其作用发挥依赖教师的教学设计、过程引导与质量把控。
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