教师支架对AI辅助词汇学习的作用机制研究

由锋; 李雨桐

doi:10.12184/wspfzjyxWSP2634-793870.20260708

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Volume 7, Issue 8

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教师支架对AI辅助词汇学习的作用机制研究
教师支架对AI辅助词汇学习的作用机制研究
北京石油化工学院致远学院，北京 102617
Vol. 7, Issue 8, Pages: 259-263(2026)
Online First：19 August 2026，

Published：30 August 2026
DOI：10.12184/wspfzjyxWSP2634-793870.20260708
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由锋,李雨桐.教师支架对AI辅助词汇学习的作用机制研究[J].发展教育学,2026,07(08):259-263.

由锋 & 李雨桐. (2026). 教师支架对AI辅助词汇学习的作用机制研究. Development Pedagogy, 7(8), 259-263..
由锋,李雨桐.教师支架对AI辅助词汇学习的作用机制研究[J].发展教育学,2026,07(08):259-263. DOI： 10.12184/wspfzjyxWSP2634-793870.20260708.

由锋 & 李雨桐. (2026). 教师支架对AI辅助词汇学习的作用机制研究. Development Pedagogy, 7(8), 259-263.. DOI： 10.12184/wspfzjyxWSP2634-793870.20260708.

摘要

教师支架是促进学生学习效果的关键手段，但在课下AI词汇工具日益普及的背景下，其作用机制尚不明确。本研究以某高校两个平行班共96名非英语专业大一学生为研究对象，依据自我调节学习理论（Self-Regulated Learning， SRL），设计了对应SRL三阶段的教师支架干预，并以AI工具使用深度为中介变量，开展准实验研究。实验组接受10周教师支架干预，控制组无支架，两组均使用AI工具进行课下学习。结果显示：（1）实验组工具使用深度显著高于控制组；（2）工具使用深度显著正向预测词汇学习效果；（3）工具使用深度在教师支架与学习效果之间起部分中介作用。本研究揭示了“教师支架→工具使用深度→学习效果”的内在机制，将自我调节学习理论延伸至课下AI词汇学习情境。

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