生成式人工智能何以、以何生成教育  

Why and How Generative Artificial Intelligence Generates Education

作　　者：钟柏昌 刘晓凡 ZHONG Baichang;LIU Xiaofan(School of Information Technology in Education,South China Normal University,Guangzhou Guangdong 510631)

机构地区：[1]华南师范大学教育信息技术学院,广东广州510631

出　　处：《电化教育研究》2024年第10期12-18,27,共8页E-education Research

基　　金：2022年度国家社科基金教育学一般课题“面向学生跨学科创新能力培养的4C教学模式研究”(课题编号:BCA220219)。

摘　　要：面对ChatGPT等生成式人工智能技术给教育带来的机遇与挑战,现有研究存在不同的理解,甚至相互抵牾,根源在于对应然与实然关系的混淆。从应然角度而言,基于人技共生的内在逻辑,认为生成式人工智能具有“生成”新教育的可能性。从实然角度而言,存在三大矛盾观点:生成式人工智能为何“生成”教育——“提质增效”抑或“全人发展”?生成式人工智能何时“生成”教育——“进行时”还是“将来时”?生成式人工智能如何“生成”教育——“教育要素”或是“工具手段”?以此为切入点,剖析其内在逻辑,有助于构建具有时代特色和本土意蕴的中国教育学自主知识体系。Facing the opportunities and challenges brought to education by generative artificial intelligence(GAI)such as ChatGPT,existing research exhibits diverse interpretations and even contradictions,fundamentally due to the confusion between the ideal and the actual.From the perspective of the ideal,based on the inherent logic of human-technology symbiosis,it is believed that GAI has the potential to"generate"new forms of education.From the perspective of the actual,there are three major contradictions.Firstly,why does GAI"generate"education?For"quality improvement and efficiency enhancement"?Or for"whole-person development"?Secondly,when does GAI"generate"education?"At present"or"in the future"?Thirdly,how does GAI"generate"education?Is the anwer either"part of educational elements"or"as a tool"?Taking this as a starting point to analyze the internal logic of GAI can help to build an independent knowledge system of Chinese pedagogy with contemporary characteristics and local meanings.

关 键 词：生成式人工智能 应然与实然 工具理性与价值理性 历时性变革与即时性变革 道德主体 

分 类 号：G434[文化科学—教育学]