反思智能时代教学论研究的人文情结  

A Reflection on Humane Complex of Teaching Theory Researches in the Age of Intelligence

作　　者：叶波[1] Ye Bo(Center for Rural Education,Hunan Normal University,Changsha Hunan 410000,China)

机构地区：[1]湖南师范大学教育科学学院

出　　处：《中国教育科学（中英文）》2021年第2期107-113,共7页Education Sciences in China

基　　金：国家社科基金后期资助项目“现代中国课程的兴起——一种谱系学的考察”(项目编号:19FJKB013)。

摘　　要：智能时代的教学论研究因在“技术”的语境中守护“人性”而表现出一种集体研究心态,即教学论研究的人文情结,表征为追求生命心智发展的教学过程观,凸显非认知性交往的师生关系观和彰显个体精神自由的定制学习观。源于“人性-技术”二分的思维方式,技术偏见导致人性固化、知识育人回应乏力和历史文化根基缺失或是智能时代教学论研究的困境所在。以开放、发展和关注全体生命发展的立场,将技术纳入人性,促进规范升级,根植历史文化,重构智能时代教学论研究的人文追求,不失为一条可取的研究进路。The teaching theory research in the age of intelligence shows a collective research mentality because it protects“human nature”in the context of“technology”.The humane complex of teaching theory research,which is characterized by the teaching process view that pursues the development of life's mentality,highlights the non-recognitive relationship of teachers and students and the concept of customized learning that demonstrates individual spiritual freedom.Originating from the dichotomy between“human nature”and“technology”,the solidification of human nature caused by technology bias,the lack of the response of knowledge education,and the deficiency of historical and cultural foundations may be the predicaments of teaching theory researches in the age of intelligence.From the standpoint of openness,development,and the at tention to the development of all students,incorporating technology into human nature,promoting normative upgrades,,deepening to root in historical culture,and reconstructing the humanistic pursuit of teaching theory research in the age of intelligence may well be a desirable research approach.

关 键 词：人工智能时代 教学论研究 人文主义 

分 类 号：G420[文化科学—课程与教学论]