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人工智能辅助青少年学习的认知边界：支持、替代与引导

Cognitive Boundaries in AI-Assisted Learning for Adolescents: Support, Substitution, and Guidance

Education Study / 2026,8(2): 108-113 / 2026-02-04 261 213

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• Authors: 杨雨凡 徐宏格
• Information:

  苏州科技大学教育学院，苏州

• Keywords:
  Generative artificial intelligence; Adolescent learning; Cognitive support; Cognitive substitution; Cognitive boundaries
  生成式人工智能; 青少年学习; 认知支持; 认知替代; 认知边界
• Abstract: Generative artificial intelligence (AI) is increasingly integrated into adolescent learning scenarios, enhancing the efficiency of task completion while raising concerns about the potential weakening of learners’ cognitive boundaries. Drawing on distributed cognition, cognitive load, and self-regulated learning theories, this study clarifies the distinction between cognitive support and cognitive substitution based on whether learners retain cognitive agency. Cognitive boundaries are conceptualized along three dimensions: cognitive stages, learner responsibility, and cognitive depth. Due to their critical period of cognitive development, adolescents’ cognitive boundaries are particularly vulnerable, which manifest through four mechanisms: premature termination of problem construction, outsourcing of cognitive processes, implicit weakening of metacognitive monitoring, and structural shifts in learning agency. To address these challenges, the study proposes guidance strategies across three levels: instructional design, teacher-student interaction, and institutional policy. These strategies aim to balance the empowerment offered by AI with the preservation of learners’ cognitive development, supporting autonomous, reflective, and effective human-AI collaborative learning. By elucidating both the opportunities and risks associated with in-depth AI integration, this study provides theoretical and practical insights for designing adolescent learning experiences that maintain cognitive engagement and promote meaningful learning outcomes. 生成式人工智能深度融入青少年学习场景之中，在提升任务完成效率的同时，也引发认知边界弱化问题。基于分布式认知、认知负荷、自我调节学习等理论，可厘清认知支持与认知替代的核心区别在于学习者是否掌握认知主导权，并界定出认知边界的三个维度，即认知环节、主体责任、认知深度。研究发现，青少年因处于认知发展关键期，其认知边界易通过四种机制被弱化，分别为问题建构提前终止、思维过程外包化、元认知监控隐性削弱、学习主体性结构性变迁。基于此，从教学实践、师生互动、制度政策三个层面提出引导策略，以此平衡技术赋能与认知发展，为青少年在人机协同模式下的高效学习提供理论参考与实践指引。
• DOI: https://doi.org/10.35534/es.0802021 (registering DOI)
• Cite: 杨雨凡，徐宏格．人工智能辅助青少年学习的认知边界：支持、替代与引导［J］．教育研讨，2026，8（2）：108-113．