生成式人工智能在化学教与学中应用研究对比——赋能知识传递与批判性思维培养
A Comparison Study on the Application of Generative Artificial Intelligence in Chemistry Teaching and Learning—Empower Knowledge Transmission and the Cultivation of Critical Thinking
摘要: 生成式人工智能的兴起为化学教育带来了变革机遇。本文从教育目标的侧重点、AI应用场景的选择、教学实践的导向以及评价体系的设计等核心维度出发，对AI赋能化学教育的应用研究进行了系统比较，分析了两者在AI与实验教学中的角色定位、融合深度以及关注重点等方面的差异，并探讨了AI在提升教学效率和促进学生思维培养方面的潜力。同时，文章也剖析了AI可能带来的学术诚信风险与认知依赖问题，并从教育传统、文化价值观及现实需求三个层面，对不同可借鉴的经验进行了探讨。
Abstract: The rise of generative artificial intelligence (AI) has brought transformative opportunities to chemistry education. This article starts from core dimensions such as the focus of educational goals, the selection of AI application scenarios, the orientation of teaching practice and the design of evaluation systems. It conducts a systematic comparison of research on AI applied in chemistry education. It analyzes the differences between the two in terms of role positioning, integration depth, and focus of attention in AI and chemistry teaching. It also explored the potential chance of AI in enhancing teaching efficiency and promoting the cultivation of students’ innovation. Meanwhile, the article also analyzes the academic integrity risks and cognitive dependence issues that AI may bring. And it discusses the experiences that can be drawn from three aspects: educational traditions, cultural values, and practical demands.
文章引用：王姝. 生成式人工智能在化学教与学中应用研究对比——赋能知识传递与批判性思维培养[J]. 教育进展, 2025, 15(11): 1411-1416. https://doi.org/10.12677/ae.2025.15112182

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