<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">ETR</journal-id><journal-title-group><journal-title>Educational Theory and Research</journal-title></journal-title-group><issn>2995-3448</issn><eissn>2995-3456</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/ETR.2026160044</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>生成式AI 支持下的物理概念教学设计
—— 以能量守恒概念为例</title><url>https://artdesignp.com/journal/ETR/4/16/10.61369/ETR.2026160044</url><author>蒋佳佳,付红波</author><pub-date pub-type="publication-year"><year>2026</year></pub-date><volume>4</volume><issue>16</issue><history><date date-type="pub"><published-time>2026-04-17</published-time></date></history><abstract>针对高职生对能量守恒概念理解停留于公式记忆、系统认知不足的问题，本文构建&amp;ldquo;概念转变&amp;mdash; 多元表征&amp;mdash; 支架式教学&amp;rdquo;框架，将生成式AI 嵌入概念教学。以80名高职生为对象开展教学干预，结合课堂观察、概念表述编码和访谈资料分析教学效果。结果显示，学生对能量守恒的多要素理解、情境表达与概念辨析能力均有提升。研究表明，生成式AI 可丰富表征形式与研讨素材，但其作用发挥依赖教师的教学设计、过程引导与质量把控。</abstract><keywords>生成式人工智能,物理概念教学,能量守恒,概念转变,教学设计</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] 中华人民共和国教育部. 高等职业教育专科数学、物理公共基础课程标准（2021 年版）[S]. 北京：高等教育出版社，2021.[2] Posner G J, Strike K A, Hewson P W, et al. Accommodation of a scientific conception: Toward a theory of conceptual change[J]. Science Education, 1982, 66(2): 211-227.[3] Goldring H, Osborne J. Students&amp;rsquo; difficulties with energy and related concepts[J]. Physics Education, 1994, 29(1): 26-32.[4] 郭玉英，姚建欣，张玉峰. 基于学生核心素养的物理学科能力研究[M]. 北京：北京师范大学出版社，2017.[5] Ainsworth S. DeFT: A conceptual framework for considering learning with multiple representations[J]. Learning and Instruction, 2006, 16(3): 183-198.[6] Wood D, Bruner J S, Ross G. The role of tutoring in problem solving[J]. Journal of Child Psychology and Psychiatry, 1976, 17(2): 89-100.[7] McKenney S, Reeves T C. Conducting educational design research[M]. 2nd ed. London: Routledge, 2018.[8] Duit R. Understanding energy as a conserved quantity: Remarks on the article by R.U. Sexl[J]. European Journal of Science Education, 1981, 3(3): 291-301.[9] Cohen J. A coefficient of agreement for nominal scales[J]. Educational and Psychological Measurement, 1960, 20(1): 37-46.[10] Braun V, Clarke V. Using thematic analysis in psychology[J]. Qualitative Research in Psychology, 2006, 3(2): 77-101.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
