生成式人工智能在项目化学习课堂中的使用分析：框架与实证

doi:10.16382/j.cnki.1000-5560.2026.06.005

摘要/Abstract

摘要：

生成式人工智能（GAI）在项目化学习（PBL）中的作用正得到广泛关注，但师生在真实的PBL课堂中如何使用GAI，学生如何与GAI进行互动还缺少充分研究。本研究聚焦PBL中的GAI使用，构建角色—技术—功能—互动的师生双层嵌套框架。通过对18个形成成果阶段的AI项目化学习课堂切片的编码研究发现，教师将GAI的角色主要定位成导师和学习伙伴，教师使用GAI主要处于转化层级，功能主要为评估反馈。学生与GAI的互动具有自主性。本研究还进一步探讨了GAI-PBL发展中的人智协同，教师的TAPCK专业发展及学生能动性培育等问题。

关键词: 生成式人工智能, 项目化学习, 课堂研究

Abstract:

Generative artificial intelligence (GAI) is attracting growing attention for its potential roles in project-based learning (PBL). However, there is still limited evidence on how teachers and students actually use GAI in authentic PBL classrooms, and how students interact with GAI during the learning process. This study examines GAI use in PBL and proposes a teacher–student dual-layer nested framework that integrates roles, technologies, functions, and interaction patterns. Based on a coding analysis of 18 classroom episodes captured at the product-construction stage of AI-enhanced PBL, we found that teachers primarily positioned GAI as a mentor and a learning partner. Teachers’ use of GAI was mainly situated at the transformation level, with assessment and feedback as the dominant function. Students’ interactions with GAI exhibited a high degree of autonomy. Building on these findings, we discuss implications for human–AI collaboration in the development of GAI-PBL, teachers’ TPACK professional growth, and the cultivation of student agency.

Key words: GAI, PBL, classroom research

夏雪梅. 生成式人工智能在项目化学习课堂中的使用分析：框架与实证[J]. 华东师范大学学报(教育科学版), 2026, 44(6): 78-91.

Xuemei Xia. Framework and Field Analysis of Generative Artificial Intelligence Use in Project-Based Learning Classrooms[J]. Journal of East China Normal University(Educationa, 2026, 44(6): 78-91.

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序号	类型	年级	项目名称（简化版）	AI课堂切片
P1	语文项目	五	博物馆项目	S1、S2、S3
P2	语文微项目	五	说明文项目	S4、S5
P3	语文项目	四	新神话项目	S6
P4	语文项目	三	旅行推荐项目	S7、S8、S9
P5	语文微项目	三	童话故事创编项目	S10、S11、S12、S13
P6	英语项目	五	城市旅游手册项目	S14、S15
P7	科学项目	三	仿生项目	S16
P8	道法项目	四	网络公民项目	S17、S18

序号	类型	条数	时长（min）	GAI-生-师总占时比
P1	语文项目	176	26	74.3%
P2	语文微项目	328	24	68.6%
P3	语文项目	74	8	22.9%
P4	语文项目	116	13	39.4%
P5	语文微项目	3	15	32.6%
P6	英语项目	284	18	51.4%
P7	科学项目	116	14	40.0%
P8	道法项目	366	12	34.3%

GAI角色维度	界定	样例
作为辅助角色F	类似电脑的角色，课堂主体时间为教师主导， GAI偶尔出现	我们可以用它查一下相关的资料
作为权威专家T	被称为“AI老师”，推动课堂主要进程，GAI具有权威性	让我们请AI老师来为我们破解这个难题
作为学习伙伴C	被称为某个昵称，是可讨论的对象，可质疑和协商	和你们的AI伙伴交流一下，听听他们的建议

技术维度	界定	样例
基本层级S	技术作为搜索引擎或自己表达的替代，较少创新	教师让AI提供现成的搜索资料或评价标准
增强层级A	提供新功能，支持更高效的学习与合作	教师请小组介绍，AI给出个性化反馈意见
转化层级M	使用技术重新设计学习体验	学生可实时看到其他小组的作品和AI建议，请学生用AI对其他小组提出建议
创新层级R	创建全新学习环境，如不使用这一技术，学习将变得不可能	请AI模拟用户，与学生劝说用户接受某个建议

功能维度	界定	样例
产生创意FI	产生多种解决问题的想法或思路	要求AI对某个问题给出新想法
情境模拟FS	创造沉浸式的情境体验	请学生和AI模拟的情境中的角色对话
内容生成FC	生成图片/文本/视频等多模态成果	请AI根据标准或要求生成项目成果
评估反馈FF	对个体/小组成果给出个性化建议	AI与每个项目组互动并予以个性化反馈
个性资源FR	根据小组提出的问题推送学习资料	为项目组的个性化研究方向推送资料