人工智能时代的知识教学:误用后果、归因与破局  

Research on Knowledge Teaching in Era of Artificial Intelligence

作　　者：刘丰源 张香兰[1] 张夫伟[1] 孔玺 Liu Fengyuan;Zhang Xianglan;Zhang Fuwei;Kong Xi(College of Education Science,Ludong University,Yantai 264025,Shandong;National Engineering Laboratory for Educational Big Data,Wuhan 430079,Hubei)

机构地区：[1]鲁东大学教育科学学院,山东烟台264011 [2]华中师范大学教育大数据应用技术国家工程实验室,湖北武汉430079

出　　处：《中国电化教育》2022年第3期69-74,89,共7页China Educational Technology

基　　金：国家自然基金面上项目“融合3D视觉的多模态交互教育机器人研究”(课题编号:61877065)阶段性研究成果。

摘　　要：人工智能变革了知识教学,将教师从繁琐的教学工作中解放出来。但教师对人工智能的技术信任,是误用的基本表现。这在一定程度上对教学规律、教学决策、教学伦理造成了影响。从归因视角分析误用的形成机理,取决于教师认识偏差与因果思维移植内因、教学产品普适与教学改革强制外因。未来知识教学时,应重新构筑科学认识方法体系,合理把握人机关系,创立教学产品研发共同体,尊重教师教学改革的意愿。Artificial intelligence has revolutionized knowledge teaching and liberated teachers from tedious teaching work. But the teachers’ complete faith in AI has led to the misuse of technology, which has greatly influenced the teaching rules, the accuracy of teaching decisions, and teaching ethics. From the perspective of attribution theory, the formation mechanism of misuse depends on the internal cause of teachers’ cognitive deviation and the transplantation of causal thinking, as well as the external cause of the universality of teaching reform. In the future knowledge teaching, we should reconstruct the method system of scientific understanding, rationally grasp the human-machine relationship, establish the research and development community of teaching product, and respect teachers’ will of teaching reform.

关 键 词：知识教学 人工智能 技术误用 教学决策 教学规律 教学伦理 

分 类 号：G434[文化科学—教育学]