人机协同写作的“元认知-操作认知”范式建构研究
Constructing a "Metacognition-Operational Cognition" Paradigm for Human-AI Collaborative Writing
摘要
摘要：生成式人工智能的深度介入引发了人文社科学术写作的范式危机。为超越当前以技术查重为主的被动性应对策略，本研究回归写作作为高层次认知活动的本质，基于认知心理学中的元认知理论，建构了一种名为“元认知-操作认知”的人机协同写作范式。该范式明确界定人类研究者作为“元认知主体”，主导写作的战略规划、过程监控与最终裁决；人工智能则定位为“操作认知单元”，承担知识整合、内容生成与逻辑校验等执行性职能。文章系统阐述了该范式的理论源流、角色职能、协同流程及应用价值，论证了其在重塑学术主体性、推动写作教学改革与引导技术理性融入方面的积极意义，旨在为构建负责任的智能学术生态提供理论支撑与实践路径。
Abstract
The deep involvement of generative artificial intelligence has triggered a paradigm crisis in humanities and social sciences academic writing. To move beyond the current passive coping strategy dominated by technical plagiarism checks, this study returns to the essence of writing as a high-level cognitive activity. Based on metacognitive theory from cognitive psychology, it constructs a human-machine collaborative writing paradigm named "Metacognitive-Operational Cognitive." This paradigm clearly defines the human researcher as the "metacognitive subject," responsible for strategic planning, process monitoring, and final adjudication in writing. Artificial intelligence is positioned as the "operational cognitive unit," undertaking executive functions such as knowledge integration, content generation, and logical verification. The article systematically elaborates on the theoretical origins, role definitions, collaborative processes, and application value of this paradigm. It demonstrates its positive significance in reshaping academic subjectivity, promoting writing pedagogy reform, and guiding the integration of technological rationality, aiming to provide theoretical support and practical pathways for building a responsible intelligent academic ecosystem. 
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