让AI犯错成为教学工具，培养学生的批判性思维
The Pedagogy of AI Mistakes: Fostering Higher-Order Thinking
- 把AI错误当作学习契机，引导学生分析与反思
- 学生在数据库课程中通过纠错提升高阶认知能力
- 适合教育工作者探索AI辅助教学的新模式
随着生成式AI逐步融入高等教育，其频繁出现的错误和幻觉常被视为局限，但这些缺陷恰恰提供了独特的教学机会。本文提出将AI视为‘学习伙伴’，通过其不完美的输出激发学生的分析、评估与反思，从而促进高阶思维的发展。研究基于一门数据库设计课程的AI整合教学方案，采用混合方法探究学生与AI错误互动时的元认知参与度、学科严谨性的强化，以及对人工智能素养与学科能力感知的影响。结果表明，有结构地面对AI错误能有效提升学生的批判性思维水平，并契合布卢姆认知分类中的高阶学习目标。
原文摘要 · Abstract (English)
As generative AI becomes increasingly integrated into higher education, its frequent errors and hallucinations, often seen as limitations, offer a unique pedagogical opportunity. By framing AI as a ``learning companion'' whose imperfect outputs prompt analysis, evaluation, and reflection, we argue that instructors can engage students in the fundamental processes of higher-order thinking. This paper presents a design-oriented study in which an AI-integrated syllabus in a \textit{database design} course deliberately leverages AI's limitations to foster critical thinking and higher-order cognitive skills aligned with Bloom's taxonomy of learning. Using a mixed-methods approach, we examine how structured interaction with AI-generated errors supports metacognitive engagement, reinforces disciplinary rigor, and relates to students' perceived AI literacy and subject-matter competency.
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