Based on Large Language Models’ Cross-disciplinary Project Design

Abstract

The deep integration of large language models (LLMs) with education and teaching is redefining the connotations of knowledge acquisition, learning processes, and human-machine collaborative teaching, heralding a new era of “hybrid” educational destiny communities. As a breakthrough technology in the AI era, LLMs bring enormous opportunities and challenges to technology-enabled education. Against this backdrop, this article analyzes the value of applying LLMs in basic education for students’ self-regulated learning, higher-order thinking skills, and knowledge construction. Combining these values, the article proposes a targeted implementation path for designing cross-disciplinary projects using LLMs, delving into the three stages of “foreseeing, performing, and self-reflecting,” and analyzing them with specific case studies to promote the deep integration of LLMs and education.