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以生成式人工智能为代表的智能技术正深刻重塑社会生产、生活与认知方式，教育系统也随之发生生态性变革。如何实现从“培养人与技术打交道的能力”向“培养人与智能体协同共创的能力”转变，已成为智能时代教育发展的重要命题。可以围绕人智协同能力的理论内涵与教育路径进行探讨：在理论建构方面，提出一个整合性、多维动态的人智协同能力框架，构建“认知—技能—伦理—情感”四维交互的“钻石模型”，四者相互耦合、动态演进，共同勾勒出人智协同能力的完整图景。在发展机制方面，揭示“工具性使用—策略性协作—认知性延伸”的三阶段进阶路径。教育干预需依据不同发展阶段的特点，提供差异化的脚手架与支持策略。在教育路径上，构建“三层四维”协同育人体系，推动系统化教育变革。该体系强调教育变革必须是系统性的、多主体协同的，且持续迭代的过程，而非单一技术或教学方法的局部调整。
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基本信息:
DOI：10.16388/j.cnki.cn42-1843/c.2026.05.011
中图分类号:G434
引用信息:
[1]兰国帅,胡紫寒,宋宁,等.AI时代学生人智协同能力的理论重构与培育体系研究[J].江汉学术().DOI:10.16388/j.cnki.cn42-1843/c.2026.05.011.
基金信息:
国家社会科学基金教育学国家一般项目“人智协同赋能大规模因材施教的有效模式与推进策略研究”（BCA250070）; 河南省高等学校哲学社会科学研究重大项目“人机协同赋能大规模因材施教的有效模式与推进策略研究”（2026-JCZD-04）; 河南省高等学校重点科研项目资助性计划“人机协同赋能大规模因材施教的有效模式与推进策略研究”（26A880003）
2026-09-30
2026-09-30
2026-09-30