人机协同教学的困境及其归因——以机器人教师“华君”为例  

The Dilemma and Its Attribution of Human-Computer Collaborative Teaching—A Case of Robot Teacher"Huajun"

作　　者：孔苏 朱丹瑶 KONG Su;ZHU Danyao(JING Hengyi School of Education,Hangzhou Normal University,Hangzhou Zhejiang 311121;Faculty of Education,East China Normal University,Shanghai 200062)

机构地区：[1]杭州师范大学经亨颐教育学院,浙江杭州311121 [2]华东师范大学教育学部,上海200062

出　　处：《电化教育研究》2024年第8期58-63,70,共7页E-education Research

基　　金：2024年度浙江省哲学社会科学规划青年课题“基础教育优质均衡发展的浙江经验与先行示范研究”(课题编号:24NDQN011YB)。

摘　　要：机器人教师已在教学中发挥重要作用。人类教师与机器人教师共同形塑“人机协同教学”样态。从协同教学的条件和过程来看,机器人教师存在合法性、被动性和先验性的问题,主要原因包括未能有效区分“类人师性”与“人师性”的特征,未能发现“强社交性”隐含的主体功能,未能明晰“高集成性”的精密设计与固化程序。纾解以上三种问题,应当做到:通过明晰概念任务,确立机器人教师的合法性;通过参与对话和自适应研发,激发机器人教师的主动性;通过有限研发算法和校对算法偏见,解决机器人教师的先验性。Robot teachers have played an important role in teaching and learning.Human teachers and robot teachers jointly shape the pattern of"human-computer collaborative teaching".From the perspective of the conditions and processes of collaborative teaching,robot teachers face issues of legitimacy,passivity,and a priori.The main reasons include the failure to effectively differentiate the characteristics of"human-like teacher"and"human-teacher",the failure to discover the implicit subject function of"strong sociality",and the failure to clarify the sophisticated design and solidification procedure of"high integration".To alleviate the above three problems,it is necessary to establish the legitimacy of the robot teacher by clarifying conceptual tasks,stimulate the initiative of the robot teacher by participating in the dialogue and adaptive research and development,and solve the priori of the robot teacher by limited research and development algorithms and proofreading algorithm biases.

关 键 词：机器人教师 人机协同 人机协同教学 教学风险 困境纾解 

分 类 号：G434[文化科学—教育学]