人工智能对教学的解放与奴役——兼论教学发展的现代性危机  

The Emancipation and Slavery of Artificial Intelligence to Teaching:On Modern Crisis in Teaching Development

作　　者：李泽林[1] 陈虹琴 LI Zelin;CHEN Hongqin(Research Center for the Educational Development of Minorities in Northwest China,Northwest Normal University,Lanzhou Gansu 730070)

机构地区：[1]西北师范大学西北少数民族教育发展研究中心

出　　处：《电化教育研究》2020年第1期115-121,共7页E-education Research

基　　金：2014年度国家社会科学基金西部项目“边疆民族地区青少年社会主义核心价值观培育和践行研究”(项目编号：14XMZ064)

摘　　要：人工智能作为打开人类“学习黑匣子”的重要工具,为教育教学的变革创造了无限可能。人工智能辅助和替代了教师的部分工作,拓展了学生的生活空间,使教师与学生摆脱了许多繁重的、低阶性的以及重复性的工作,极大地解放了教师和学生。但与此同时,对知识传授、教学方式转变以及教师专业发展带来诸多冲击,导致学生浅表学习、片面发展以及社会情感学习缺失等问题的出现,带来了教师生存与学生发展的现代性危机,即改变了传统教学思维的范式、滋生了师生思维钝化的可能、导致教学教育性功能的弱化以及加速人的工具理性回流。Artificial intelligence,as an important tool to open the"black box"of human learning,has created infinite possibilities for the reform of education and teaching.Artificial intelligence has assisted and replaced part of teacher's work and expanded students'living space,which frees teachers and students from much heavy,low-level and repetitive work,and as a result,teachers and students are greatly liberated.However,at the same time,it brings a lot of impacts on knowledge imparting,the transformation of teaching styles and teacher professional development,and accelerates the emergence of students'problems such as superficial learning,one-sided development and lack of social emotional learning as well.Artificial intelligence has also brought about modern crisis of teachers'survival and students'development,changed the paradigm of traditional teaching thinking,bred the possibility of passivation of teachers'and students'thinking,weakened the educational function of teaching and speeded up the return of instrumental rationality.

关 键 词：解放与奴役 人工智能 教学危机 

分 类 号：G434[文化科学—教育学]