借助 ChatGPT 学习二次函数：高中数学教育的一次创新尝试
关键词:
ChatGPT; 数学教育; 非教学情境; 人工智能摘要
本研究运用质性分析方法，探究把 ChatGPT 用作辅导者、以支持教师在数学课堂上创设扎实的教学情境（didactic situation）与非教学情境（adidactic situation）的可能性。研究基于一次在葡萄牙某十年级班级开展的教学实验，26 名学生经由目的性抽样参与。数据来源包括学生在课堂上提交的作业、对预设问题的回答，以及开放式问卷的作答。数据以主题分析法加以分析。研究发现，当 ChatGPT 在数学课堂中被用作助理辅导者时，有潜力促进学习者批判性思维与数学推理的发展。此外，本研究也揭示了 ChatGPT-3.5 在充当数学课堂助理辅导者时的局限。研究强调，有必要在教学取径与技术取径之间取得平衡，并正视 ChatGPT 一类工具的约束条件。Abstract
The present study explores the possibility of using ChatGPT as a tutor, to support the teacher's work in creating solid didactic and adidactic situations in the mathematics classroom, employing qualitative analysis methodologies. The study was based on a didactic experiment carried out in a 10th-grade class in Portugal, involving 26 students who were obtained through purposive sampling. Data sources included submitted student work in the classroom, responses to scripted questions, and answers to open-ended questionnaires. Data were analyzed thematically. Findings show that ChatGPT has a potential to enhance learners' development of critical thinking and mathematical reasoning when used as an assistant tutor in a mathematics classroom. Additionally, the study highlights the limitations of ChatGPT-3.5 when used as the assistant tutor in a mathematics classroom. The study underscores the need to balance pedagogical and technological approaches, addressing the constrains of tools like ChatGPT.References
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