人机协同下小学语文习作智能评价系统的实施路径探索

Exploring the Implementation Path of an Intelligent Evaluation System for Chinese Composition in Primary Schools in the Context of Human-Machine Collaboration

摘要: 本研究旨在为小学语文习作智能评价系统构建一条人机协同的实践路径。现有智能评价系统在情感态度、价值导向等柔性维度上识别能力有限，也缺少清晰的人机协作流程。为此，论文提出“机评–人评–协同反馈”三阶递进模型：机器承担错别字、语法等结构化任务；教师负责创意、情感等需要经验判断的内容；协同反馈整合双方结果，通过分层呈现和“引导–修改–再评–跟进”的循环，推动学生持续修改与提升。在此基础上，模型允许教师根据教学目标、学生水平和文体类型灵活调整人机任务权重与边界，以增强对不同教学情境的适应性；同时，研究也讨论了模型在实际推行中可能面临的挑战，包括教师技术培训、不同信息化条件学校的差异化适配、学生使用引导策略及负面反馈预案，从技术、教学和实施层面提出相应保障措施。研究从这些层面论证了该路径的可行性，为一线教学提供具有弹性和可操作性的实践参照。

Abstract: This study aims to construct a practical pathway for human‑machine collaboration in the intelligent evaluation system for Chinese composition writing in primary schools. Existing intelligent evaluation systems have limited capacity to identify soft dimensions such as emotional attitudes and value orientations, and they also lack a clear collaborative workflow between humans and machines. To address this, the paper proposes a three-stage progressive model of “machine evaluation - human evaluation - collaborative feedback”: machines handle structured tasks such as spelling and grammar checking; teachers take charge of content that requires experiential judgment, including creativity and emotional expression; and collaborative feedback integrates the results from both sides, using layered presentation and a cycle of “guidance - revision - re-evaluation - follow-up” to promote students’ continuous revision and improvement. On this basis, the model allows teachers to flexibly adjust the task weights and boundaries between humans and machines according to teaching objectives, student proficiency levels, and genre types, thereby enhancing its adaptability to diverse teaching contexts. At the same time, the study also discusses potential challenges in actual implementation, including teacher training, differentiated adaptations for schools with varying levels of information technology infrastructure, strategies for guiding students in using the system, and contingency plans for negative student responses, and it proposes corresponding safeguards from technical, pedagogical, and implementation perspectives. The study demonstrates the feasibility of this pathway from these dimensions, offering a flexible and operable practical reference for front-line teaching.