让学生用AI生成内容并反思，培养批判思维和数字素养。
Integrating Universal Generative AI Platforms in Educational Labs to Foster Critical Thinking and Digital Literacy
- 把AI当研究对象和工具，让学生设计问题评估其输出
- 非理工科学生参与后表现高度投入，多人课后继续研究
- 适合想在跨学科教学中融入AI的教师参考
本文提出一种将生成式人工智能（GenAI）平台如ChatGPT、Claude和Gemini融入实验教学的新教育框架，旨在提升本科生的批判性思维与数字素养。针对对大语言模型（LLM）盲目依赖的问题，该教学模型将GenAI视为研究主题和认知工具，引导学生设计专业领域提示词，并评估其在文本、图像和视频模态下的生成结果。在面向非科学专业学生的通识天文学课程中开展试点，结果显示学生参与度高，出现大量课后自主探究行为，部分成果在研究研讨会中展示。研究强调结构化AI互动的重要性，表明结合反思性评估方法可提升学习成效。论文提供了一套可复现的跨学科AI实验教学方案，适用于各类科学领域。
原文摘要 · Abstract (English)
This paper presents a new educational framework for integrating generative artificial intelligence (GenAI) platforms such as ChatGPT, Claude, and Gemini into laboratory activities aimed at developing critical thinking and digital literacy among undergraduate students. Recognizing the limitations and risks of uncritical reliance on large language models (LLMs), the proposed pedagogical model reframes GenAI as a research subject and cognitive tool. Students formulate discipline-specific prompts and evaluate GenAI-generated responses in text, image, and video modalities. A pilot implementation in a general astronomy course for non-science majors demonstrated high levels of engagement and critical reflection, with many students continuing the activity after class and presenting results at a research symposium. The results highlight the importance of structured AI interactions in education and suggest that GenAI can improve learning outcomes when combined with reflective assessment methods. The study proposes a replicable model for interdisciplinary AI-integrated lab work, adaptable to scientific disciplines. See the guide to learning activities based on Generative-Ai platforms: https://doi.org/10.5281/zenodo.15555802
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