中国文社科学生用生成式AI后，学习动机提升但存在依赖风险
The impact of generative artificial intelligence on academic development of Chinese students in humanities and social sciences
- 基于大规模问卷，分析文社科生使用GenAI的模式与影响
- 超半数学生感知学习动机和创造力提升，多数报告成绩进步
- 建议课程融合应选修+实操训练，重视伦理与隐私保护
生成式人工智能（GenAI）正在重塑高等教育学习方式，尤其对以写作和阐释为主要产出的人文与社会科学（HSS）领域影响显著。然而，关于GenAI对HSS学生学术发展系统性影响的证据仍有限。本研究基于对中国文社科学生的大型调查，从使用模式、学习过程与学业表现影响、使用挑战及课程融合偏好四个维度展开分析。结果显示，超过一半学生认为学习动机、独立思考与创造力得到增强，尽管部分学生报告无变化甚至下降。相比之下，更多学生报告学业成绩提升，这可能部分源于传统评估方式的局限。不同使用时长、学科背景及性别在感知成效上存在差异。尽管绝大多数学生重视伦理问题，但仅略超半数对隐私保护感到满意。准确性不足与过度依赖是学生最担忧的问题。学生普遍支持以实践为导向的可选式课程整合，并高度认可GenAI对未来职业发展的价值。研究基于学生视角，提出负责任且具教学意义的GenAI融入建议。
原文摘要 · Abstract (English)
Generative artificial intelligence(GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences(HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI's capabilities. Yet, systematic evidence on the educational impacts of GenAI on HSS students remains limited. Addressing this gap, this study draws on a large-scale survey of HSS students in China to examine its role in academic development. Guided by relevant learning theories, this study focuses on four dimensions: patterns of use, effects on learning processes and academic performance, challenges associated with GenAI use, and preferred approaches to curricular integration. We found that more than half perceived enhanced learning motivation, independent thinking and creativity, although a substantial minority reported little change or even decline. Comparatively, a notably larger majority reported academic performance gains, although these gains may partly reflect limitations in conventional assessment practices. The study identifies variations in perceived learning and performance improvements among students with differing durations of GenAI experience, along with observable disciplinary differences and modest gender differences. While an overwhelming majority valued the importance of ethical considerations, only slightly more than half were satisfied with privacy protection. Limited accuracy and overreliance emerged as the most pressing concerns reported by students. Students favored partial or optional curricular integration supported by practice-oriented training, and widely recognized GenAI's significance for their future professional development. Grounded in student perspectives, this study offers evidence-based recommendations for the responsible and pedagogically meaningful integration of GenAI
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。