人工智能时代教师智慧伦理的概念解读与实践向度  

Conceptual Interpretation and Practical Orientation of Teachers'Wisdom Ethics in the Age of Artificial Intelligence

作　　者：杨霞[1] 牛旭峰 YANG Xia;NIU Xufeng(Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教师教育学报》2024年第5期59-69,共11页Journal of Teacher Education

基　　金：西南大学研究生科研创新项目“教师的生命性专业成长机制培育研究”(SWUB23006),项目负责人:杨丽。

摘　　要：人工智能时代社会需求、教育伦理关系、教学情境等方面的改变使教师伦理面临诸多不确定因素,而“教师智慧伦理”作为一种新的伦理发展方向,能帮助教师创造性、系统性地解决问题。有鉴于此,从概念解析、概念预设、概念本质三个方面界定教师智慧伦理的内涵与形态,把握其基本特征与本质属性。在此基础上,从教师智慧伦理的角色向度、人文向度、技术向度以及空间向度四个方面探究教师智慧伦理的实践向度,以期为教师伦理发展的根本立场和价值定位提供有益的探索。The changes in social demands,educational ethical relationships,and teaching contextsin the age of artificial intelligence have broughtmany uncertainties toteachers'ethics.While teachers'“wisdom ethics”,as a new direction of ethical development,can help teachers solve problems creatively and systematically.In view of this,we define the connotation and form of teachers'wisdom ethics from three aspects:conceptual analysis,conceptual presupposition,and conceptual essence to grasp its basic features and essential attributes.On this basis,the practical orientation of teacher wisdom ethics is explored from four aspects,namely,role orientation,humanistic orientation,technological orientation,and spatial orientation to providemeaningful explorations of the fundamental stance and value positioningof the development of teacher ethics.

关 键 词：人工智能 教师智慧伦理 技术向善 教师专业发展 育人空间 

分 类 号：G451[文化科学—教育学]