In recent years, the rapid development of artificial intelligence technology, especially the emergence of large language models (LLMs) such as ChatGPT, has presented significant prospects for application in the field of education. LLMs possess the capability to interpret knowledge, answer questions, and consider context, thus providing support for dialogic teaching to students. Therefore, an examination of the capacity of LLMs to effectively fulfill instructional roles, thereby facilitating student learning akin to human educators within dialogic teaching scenarios, is an exceptionally valuable research topic. This research recruited 34 undergraduate students as participants, who were randomly divided into two groups. The experimental group engaged in dialogic teaching using ChatGPT, while the control group interacted with human teachers. Both groups learned the histogram equalization unit in the information-related course "Digital Image Processing". The research findings show comparable scores between the two groups on the retention test. However, students who engaged in dialogue with ChatGPT exhibited lower performance on the transfer test. Electroencephalography data revealed that students who interacted with ChatGPT exhibited higher levels of cognitive activity, suggesting that ChatGPT could help students establish a knowledge foundation and stimulate cognitive activity. However, its strengths on promoting students. knowledge application and creativity were insignificant. Based upon the research findings, it is evident that ChatGPT cannot fully excel in fulfilling teaching tasks in the dialogue teaching in information related courses. Combining ChatGPT with traditional human teachers might be a more ideal approach. The synergistic use of both can provide students with more comprehensive learning support, thus contributing to enhancing the quality of teaching.

翻译：近年来，人工智能技术的快速发展，尤其是ChatGPT等大语言模型的出现，为教育领域带来了重要的应用前景。大语言模型具备知识解释、问题回答和语境理解能力，因此能够为学生的对话式教学提供支持。探究大语言模型在对话式教学场景中是否能有效发挥教学角色、促进学生像与人类教师互动那样学习，是一个极具价值的研究课题。本研究招募34名本科生作为被试，随机分为两组。实验组使用ChatGPT进行对话式教学，对照组则与人类教师互动。两组均学习信息类课程《数字图像处理》中的直方图均衡化单元。研究结果显示，两组在保持测试中的得分相当。然而，与ChatGPT对话的学生在迁移测试中表现较差。脑电图数据表明，与ChatGPT互动的学生呈现出更高的认知活动水平，说明ChatGPT有助于学生建立知识基础并激发认知活动，但在促进学生知识应用和创造力方面的优势并不显著。基于研究结果可见，ChatGPT在信息类课程的对话式教学中无法完全胜任教学任务。将ChatGPT与传统人类教师结合可能是一种更理想的方式。两者协同使用能为学生提供更全面的学习支持，从而有助于提升教学质量。