Bo Jiang

Shouang Wei, Min Zhang, Xin Lin et al.

Large language models (LLMs) are shifting from answer providers to intelligent tutors in educational settings, yet current supervised fine-tuning methods only learn surface teaching patterns without dynamic adaptation capabilities. Recent reinforcement learning approaches address this limitation but face two critical challenges. First, they evaluate teaching effectiveness solely based on whether students produce correct outputs, unable to distinguish whether students genuinely understand or echo teacher-provided answers during interaction. Second, they cannot perceive students' evolving cognitive states in real time through interactive dialogue, thus failing to adapt teaching strategies to match students' cognitive levels dynamically. We propose the Unidirectional Cognitive Optimization (UCO) method to address these challenges. UCO uses a multi-turn interactive reinforcement learning paradigm where the innovation lies in two synergistic reward functions: the Progress Reward captures students' cognitive advancement, evaluating whether students truly transition from confusion to comprehension, while the Scaffold Reward dynamically identifies each student's Zone of Proximal Development (ZPD), encouraging teachers to maintain productive teaching within this zone. We evaluate UCO by comparing it against 11 baseline models on BigMath and MathTutorBench benchmarks. Experimental results demonstrate that our UCO model outperforms all models of equivalent scale and achieves performance comparable to advanced closed-source models. The code and data are available at https://github.com/Mind-Lab-ECNU/UCO.

Yuxiang Guo, Lu Yin, Bo Jiang et al.

Aligning large language models (LLMs) with human intent is critical for enhancing their performance across a variety of tasks. Standard alignment techniques, such as Direct Preference Optimization (DPO), often rely on the binary Bradley-Terry (BT) model, which can struggle to capture the complexities of human preferences -- particularly in the presence of noisy or inconsistent labels and frequent ties. To address these limitations, we introduce the Tie-rank Oriented Bradley-Terry model (TOBT), an extension of the BT model that explicitly incorporates ties, enabling more nuanced preference representation. Building on this, we propose Tie-rank Oriented Direct Preference Optimization (TODO), a novel alignment algorithm that leverages TOBT's ternary ranking system to improve preference alignment. In evaluations on Mistral-7B and Llama 3-8B models, TODO consistently outperforms DPO in modeling preferences across both in-distribution and out-of-distribution datasets. Additional assessments using MT Bench and benchmarks such as Piqa, ARC-c, and MMLU further demonstrate TODO's superior alignment performance. Notably, TODO also shows strong results in binary preference alignment, highlighting its versatility and potential for broader integration into LLM alignment. The implementation details can be found in https://github.com/XXares/TODO.

Shouang Wei, Min Zhang, Xin Lin et al.

Recently, several multi-turn dialogue benchmarks have been proposed to evaluate the conversational abilities of large language models (LLMs). As LLMs are increasingly recognized as a key technology for advancing intelligent education, owing to their ability to deeply understand instructional contexts and provide personalized guidance, the construction of dedicated teacher-student dialogue benchmarks has become particularly important. To this end, we present EduDial, a comprehensive multi-turn teacher-student dialogue dataset. EduDial covers 345 core knowledge points and consists of 34,250 dialogue sessions generated through interactions between teacher and student agents. Its design is guided by Bloom's taxonomy of educational objectives and incorporates ten questioning strategies, including situational questioning, zone of proximal development (ZPD) questioning, and metacognitive questioning-thus better capturing authentic classroom interactions. Furthermore, we design differentiated teaching strategies for students at different cognitive levels, thereby providing more targeted teaching guidance. Building on EduDial, we further develop EduDial-LLM 32B via training and propose an 11-dimensional evaluation framework that systematically measures the teaching abilities of LLMs, encompassing both overall teaching quality and content quality. Experiments on 17 mainstream LLMs reveal that most models struggle in student-centered teaching scenarios, whereas our EduDial-LLM achieves significant gains, consistently outperforming all baselines across all metrics. The code is available at https://github.com/Mind-Lab-ECNU/EduDial/tree/main.