教师与生成式AI共同设计课堂，提升教学效率与互动。
AI as a Teaching Partner: Early Lessons from Classroom Codesign with Secondary Teachers
- AI作为第三参与者，协助反馈、支持探究、扩展教学范围。
- 7周内21名教师使用4项AI功能，600多名学生参与课堂实践。
- 教师深度参与设计，反馈驱动系统迭代，适合教育技术研究者参考。
本报告详述了'Colleague AI Classroom'试点项目，一项将生成式AI技术直接引入真实课堂的协作设计研究。在该项目中，AI作为第三方参与者，主动介入反馈、支持探究并拓展教师的教学能力，同时保留人类判断与教师权威。2025年春季，来自华盛顿州四个公立学区及一所独立学校的21名在职教师，在为期七周的试点中，将四项AI功能——教学助手、评估与AI评分、AI导师、学生进步洞察——融入课堂教学。超过600名6至12年级学生在教师指导下使用该平台。教师作为协同设计伙伴，负责活动规划、实施及每周反思，其反馈推动了Colleague AI系统的持续优化。研究团队通过问卷、规划与反思表、小组会议、一对一访谈及平台使用日志等多源数据，深入分析了AI在教学中的价值点与待改进之处。
原文摘要 · Abstract (English)
This report presents a comprehensive account of the Colleague AI Classroom pilot, a collaborative design (co-design) study that brought generative AI technology directly into real classrooms. In this study, AI functioned as a third agent, an active participant that mediated feedback, supported inquiry, and extended teachers' instructional reach while preserving human judgment and teacher authority. Over seven weeks in spring 2025, 21 in-service teachers from four Washington State public school districts and one independent school integrated four AI-powered features of the Colleague AI Classroom into their instruction: Teaching Aide, Assessment and AI Grading, AI Tutor, and Student Growth Insights. More than 600 students in grades 6-12 used the platform in class at the direction of their teachers, who designed and facilitated the AI activities. During the Classroom pilot, teachers were co-design partners: they planned activities, implemented them with students, and provided weekly reflections on AI's role in classroom settings. The teachers' feedback guided iterative improvements for Colleague AI. The research team captured rich data through surveys, planning and reflection forms, group meetings, one-on-one interviews, and platform usage logs to understand where AI adds instructional value and where it requires refinement.
Thank you to arXiv for use of its open access interoperability. PaperDance 不是 arXiv 官方产品；中文卡片由大模型生成，请以原文为准。