摘要
人工智能与教育深度融合是教育现代化的基本诉求。教师作为教育实践领域的核心参与者,其专业内涵的边界、知识权威的地位以及教学设计工作范式,均在人工智能作用下发生巨大变革。在对教育进行回归原点式的反思与审视基础上,将人工智能发展的技术限度与教育本质的理性向度相融合,以技术使用哲学作为思考框架,提出教师应在人工智能与教育深入融合的过程中完成角色重构,成为:积极的人工智能技术发展者,为教育领域中人工智能技术更新迭代提供动力与知识源;理性的人工智能技术教育应用的建构者,探索并规范人工智能在教学中的理性使用路径,完成以人工智能应用为核心和导向的自我更新与自主建构;自觉的人工智能技术教育应用的责任者,不仅对最终技术使用行为负责,而且为学习者理性使用技术提供可借鉴和模仿的榜样。
The deep integration of artificial intelligence and education is the basic demand of education modernization.As a core participant in the field of educational practice,teachers have undergone tremendous changes in the boundaries of their professional connotation,the status of knowledge authority and the working paradigm of instructional design under the influence of artificial intelligence.Based on the reflection and review of education back to the original point,this paper integrates the technological limit of artificial intelligence(AI)development with the rational orientation of the essence of education,takes the philosophy of technology use as a framework for thinking and proposes that teachers should complete a reconfiguration of their roles in the process of deeper integration of AI and education.As a result,teachers should become an active developer of AI technology,providing impetus and source of knowledge for the renewal and iteration of AI technology in the field of education.And teachers should become the rational constructors of educational applications of AI technology,exploring and standardizing the path of rational use of AI in teaching,and completing the self-renewal and self-construction with AI application as the core and orientation.Furthermore,Those responsible for the conscious educational application of AI technology are not only responsible for their final use of technology,but also provide a model for learners to learn from and imitate the rational use of technology.
作者
秦丹
张立新
QIN Dan;ZHANG Lixin(Office of Academic Research,Tangshan Normal University,Tangshan Hebei 063000;College of Teacher Education,Zhejiang Normal University,Jinhua Zhejiang 321004)
出处
《电化教育研究》
CSSCI
北大核心
2020年第11期13-19,共7页
E-education Research
基金
国家社会科学基金“十三五”规划2020年度教育学一般课题“人工智能技术的教育伦理评估指标体系研究”(课题编号:BCA200081)
2017年河北省高等教育教学改革与实践项目“以实践能力培养为核心的师范生培养体系构建与实现途径研究”(项目编号:2017GJJG300)。
关键词
人工智能
教师角色
技术使用
发展者
建构者
责任者
Artificial Intelligence
Teacher's Role
Use of Technology
Developer
Constructor
Responsible Person
