AI技术赋能初中心理健康教育课的实验研究

Experimental Research on Empowering Junior High School Mental Health Education Classroom Teaching with AI

摘要: 传统的心理健康教育课堂教学在互动性、学生参与度及教学资源利用等方面存在明显局限。当前，将AI技术融入并赋能课堂教学，为突破这些局限提供了全新路径。基于此，本研究采用实验组控制组前测后测的准实验设计，选取某中学七年级的90名学生为被试，对比分析实验组(AI技术融入课堂)与对照组(传统教学)的教学效果，结果表明：实验组在AI技术融入前后，知识内化效果有显著提升；但在AI技术融入之后，实验组在知识内化提升幅度、课堂体验及技术体验上均未显著优于对照组。一方面，这验证了AI教学的可行性，另一方面，当前AI技术尚有诸多局限，不宜完全替代传统课堂中教师的主导作用。本研究结果对未来的心理健康教育课堂教学提供了进一步的启示。

Abstract: Traditional mental health education classroom teaching faces significant limitations in terms of interactivity, student engagement, and the utilization of instructional resources. The integration of AI technology into classroom teaching offers a new pathway to overcome these constraints. This study employed a quasi-experimental design with pre-test and post-test measures for both an experimental group and a control group. A total of 90 seventh-grade students from a middle school were selected as participants. The study compared and analyzed the instructional effects between the experimental group (AI-integrated classroom) and the control group (traditional teaching). The results indicated that the experimental group showed a significant improvement in knowledge internalization after the integration of AI technology. However, following the AI intervention, the experimental group did not demonstrate significantly superior outcomes compared to the control group in terms of the magnitude of improvement in knowledge internalization, classroom experience, or technological experience. On one hand, these findings validate the feasibility of AI-assisted instruction; on the other hand, they suggest that current AI technology still has considerable limitations and should not completely replace the leading role of teachers in the traditional classroom. The results of this study offer important implications for the future of mental health education classroom teaching.