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：摘要：近年来，人工智能技术的飞速发展，尤其是以ChatGPT为代表的大语言模型的出现，为教育领域带来了巨大的应用前景。大语言模型具备知识解读、问题解答以及语境理解能力，从而能够为学生进行对话式教学提供支持。因此，探究大语言模型在对话式教学场景中，能否像人类教师一样有效履行教学角色、促进学生学习的课题，具有极高的研究价值。本研究招募了34名本科生作为参与者，并将其随机分为两组。实验组使用ChatGPT进行对话式教学，而对照组则与人类教师进行互动。两组学生均学习了信息类课程《数字图像处理》中的直方图均衡化单元。研究结果显示，两组学生在记忆测试中的得分相当。然而，与ChatGPT进行对话的学生在迁移测试中的表现较差。脑电图数据显示，与ChatGPT互动的学生表现出更高水平的认知活动，这表明ChatGPT有助于学生建立知识基础并激发认知活动。然而，它在促进学生知识应用与创造力方面的优势并不显著。基于研究结果可知，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与传统人类教师相结合，或许是一种更理想的方法。两者协同使用能够为学生提供更全面的学习支持，从而有助于提升教学质量。