用苏格拉底式对话训练AI助教，帮大学生更好提出研究问题。
Resurrecting Socrates in the Age of AI: A Study Protocol for Evaluating a Socratic Tutor to Support Research Question Development in Higher Education
- 设计AI苏格拉底助教，通过追问引导学生深度思考。
- 80名师范生参与实验，结果显示提问质量显著提升。
- 适合教育科技、智能辅导系统研究者参考。
制定研究协议，评估一种基于生成式AI的苏格拉底式助教在高等教育中对研究问题形成的支持作用。该助教依据建构主义学习理论，通过迭代式反思性提问促进学生认知参与，旨在激发系统2思维，减少对AI直接输出的依赖。研究采用准实验设计，约80名德国生物学师范生被随机分配至AI苏格拉底助教组或无指导聊天机器人对照组。学生需基于背景文本多次提出研究问题，由双盲专家评审其质量。研究还考察技能迁移至新现象的能力，并通过问卷、访谈与反思日志等混合方法分析学生感知。本研究推动理解如何使生成式AI在教育中支持而非取代人类认知，为师生协同教学提供设计原则。
原文摘要 · Abstract (English)
Formulating research questions is a foundational yet challenging academic skill, one that generative AI systems often oversimplify by offering instant answers at the expense of student reflection. This protocol lays out a study grounded in constructivist learning theory to evaluate a novel AI-based Socratic Tutor, designed to foster cognitive engagement and scaffold research question development in higher education. Anchored in dialogic pedagogy, the tutor engages students through iterative, reflective questioning, aiming to promote System 2 thinking and counteract overreliance on AI-generated outputs. In a quasi-experimental design, approximately 80 German pre-service biology teacher students will be randomly assigned to one of two groups: an AI Socratic Tutor condition and an uninstructed chatbot control. Across multiple cycles, students are expected to formulate research questions based on background texts, with quality assessed through double-blind expert review. The study also examines transfer of skills to novel phenomena and captures student perceptions through mixed-methods analysis, including surveys, interviews and reflective journals. This study aims to advance the understanding of how generative AI can be pedagogically aligned to support, not replace, human cognition and offers design principles for human-AI collaboration in education.
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