云南民族大学学报(自然科学版)

人工智能生成内容技术（AIGC）在显著提高学生获取知识的效率、拓展学生多元化学习路径的同时，其诸多负面影响亦不容忽视.其中，较为典型的问题就是（人工智能）AI依赖对学生的全面发展构成了显著风险.从布鲁姆认知分类模型与三脑理论相结合的视角出发，以云南省高校大学生AI使用情况调研数据为参考，深入探讨了AIGC依赖可能导致的学生在批判性思维等高阶认知能力发展上受阻、师生互动与社交关系弱化、学生间数字能力鸿沟的扩大等问题的成因.提出了从教学与内容过程设计、课程建设和评价机制等多个维度，破解AI依赖风险、保障学生培养目标达成的应对策略，为AIGC技术在教育领域的更为深入和有效地应用提供理论依据和实践指导.

With the widespread application of artificial Intelligence-generated Content(AIGC) technology in the field of education, more and more students have adopted it as a learning tool for daily use. While it has significantly improve the efficiency of students′ knowledge acquisition and expand students′ diversified learning paths, AIGC also has many negative effects, especially in AI dependence,posing significant risks to the improvement of students′ cognitive ability. From the perspective of Bloom′s cognitive classification and triune brain theory, this paper takes the survey of universities in Yunnan Province as a case study to deeply explore the problems and causes that dependence on AIGC may lead to the obstruction of students′ development of higher-order cognitive abilities such as critical thinking, the weakening of teacher-student interaction and social relationship, and the widening of the digital ability gap among students. On this basis, from multiple dimensions such as teaching and content process design, curriculum construction and evaluation mechanism, this paper proposes coping strategies to crack the AI-dependent risk and promote the achievement of vocational college students′ training goals, providing theoretical basis and practical guidance for the effective application and optimization of AIGC technology in the field of education.