【摘要】 生成式人工智能的加速普及正深刻重塑课堂图景。作为一种在功能上迎合人类语义、在本体上缺少独立人格的“变异性主体”，生成式人工智能在课堂分化出“物智体—类人智体”双重属性，催生了以活动为中介的“教师—生成式人工智能—学生”三元智体互动的非对称关系结构，由此构筑了“融智课堂”这一课堂新形态。为穿透技术赋能的表层话语，需要建构一个统合技术潜能与认知发展的理论框架。基于布卢姆认知目标分类理论，构建融合“认知进阶—技术支持”双维度的“PAC-RAT”矩阵，旨在超越传统技术整合理论中“技术牵引认知”的单向逻辑，确立一种技术驱动与认知牵引的双向辩证关系，将学生的认知发展置于人机协同教学的中心。循此框架，融智课堂呈现递进式实践路径：从技术赋能认知建构的感知领会型课堂，到技术支持认知重组的分析迁移型课堂，最终走向人机协同催化认知创生的创造自省型课堂。更多还原

【Abstract】 The rapidly popularized generative artificial intelligence(AI) is deeply reshaping the classroom landscape. As a "variant agent" that functionally accommodates human semantics but ontologically lacks independent personhood, generative AI exhibits dual attributes within the classroom— "object-intelligence" and "quasi-human intelligence, " and generates an activity-mediated, asymmetric relational structure of intelligent interaction(teachers—Generative AI—students), thereby constructing the new paradigm of "convergent intelligence classrooms. " To penetrate through the technology-empowered surface discourse, it is necessary to construct a theoretical framework that integrates technological potentials with cognitive progression. Based on Bloom’s taxonomy of cognitive learning objectives, this study develops a "PAC-RAT" matrix integrating the dual dimensions of "cognitive progression" and "technological support, " aiming to transcend the unidirectional logic of "technology driving cognition" in the traditional theory of technology integration, establish a bidirectional dialectical relationship between technology-driven and cognition-led processes, and place students’ cognitive development at the center of human-machine collaborative teaching. Accordingly, a convergent intelligence classroom presents a progressive practice-based pathway: from a perception-comprehension classroom(where technology empowers cognitive construction) to an analysis-transfer classroom(where technology supports cognitive restructuring), and ultimately to a creation-reflection classroom(where human-machine collaboration catalyzes cognitive generation).更多还原