ChatGPT赋能学校教育:技术优势、可能问题与应对策略  

ChatGPT Empowering School Education:Technical Advantages,Possible Problems,and Countermeasures

作　　者：黄海红 叶进 Huang Haihong;Ye Jin(College of Marxism Lanzhou University of Technology,Lanzhou Gansu 730050,China)

机构地区：[1]兰州理工大学马克思主义学院,甘肃兰州730050

出　　处：《北京化工大学学报（社会科学版）》2024年第2期108-114,共7页Journal of Beijing University of Chemical Technology(Social Sciences Edition)

基　　金：国家社科基金一般项目“文化自信融入高校思想政治教育的有效路径研究”(17XKS035);甘肃省教育厅研究生“创新之星”项目“历史主动精神融入大学生思想政治教育的实践进路研究”(2023CXZX-494);2023年科技创新基金项目“论生成式人工智能—ChatGPT对教育生态的影响及其应对策略”(kcjj23106)。

摘　　要：ChatGPT作为当前AI最具代表性的成果,表现出超强的角色赋予能力、语言文本分析能力、生成性互动能力和类人特征。将其应用于学校教育赋能教师教学工作,可帮助教师提高教学质量;赋能学生学习,有助于延伸教学场域,构建智能化、个性化学习形态。然而,ChatGPT又存在“标准化、公式化”的教学特点,易造成教育主体客体化复现、学生知识习得过程趋于异化、学校教育生态面临危机的潜在问题。为更好应用ChatGPT,需超越主、客二分的狭隘思维,重构人机教育教学主体;发展“高阶思维”,建构系统科学的知识体系;坚持立德树人,形成“人机向善”的数字德育体系。ChatGPT, as the most representative achievement of current AI, shows super-strong character conferment ability, language text analysis ability, generative interaction ability and humanoid characteristics. It can help the empowered teachers improve teaching quality by applying it to the teaching work of school education. It can also help the empowered students extend the teaching field, and build an intelligent and personalized learning form. However, ChatGPT also has the characteristics of “standardization and formulation”, which easily lead to the potential problems of objectification of educational subjects, alienation of students’ knowledge acquisition process, and the crisis of school education ecology. In order to better use ChatGPT, it is necessary to go beyond the narrow thinking of subject-object dichotomy, and reconstruct the teaching subject of man-machine education. It is also necessary construct the knowledge system of systematic science by developing “higher order thinking” and form a digital moral education system of “man and machine to be good” by strengthening moral education and cultivate people.

关 键 词：ChatGPT 学校教育 教育主客体 知识观 德育 

分 类 号：G642.0[文化科学—高等教育学]