GAI赋能教育变革:哲学审视、国际比较与未来进路  

GAI Empowering Educational Transformation:Philosophical Examination,International Comparison,and Future Pathways

作　　者：王晶莹 杜蕾[1] 张登博 Wang Jingying;Du Lei;Zhang Dengbo(Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《中国电化教育》2025年第3期51-60,共10页China Educational Technology

基　　金：中国科学院学部院士咨询评议项目“生成式人工智能技术赋能科学教育发展战略研究”(项目编号:211910118);北京师范大学博一学科交叉基金项目“基于生成式人工智能的实验教学工具设计与课程开发”(项目编号:BNUXKJC2303)研究成果。

摘　　要：生成式人工智能赋能教育具有革命性价值。该研究从本体论、认识论、方法论、价值论的四维范式剖析其哲学意蕴。在此基础上,基于内容分析法对274篇国外和250篇国内研究进行考察比较,发现我国研究重点放在思辨分析与模型框架的理论探讨,关注意识形态与应用规范的伦理道德,在技术效果、规律挖掘、性能分析、研发应用等方面均展现不同研究样态。鉴于此,未来生成式人工智能赋能教育应阐释教育架构与技术的理论创见,奠定学理基础;桥接教育生态与技术的双向互促,深化协同发展;厘清教育目标与技术的主客位置,拓宽实践路径;把稳教育导向与技术的动态平衡,汇聚理性共识。The empowerment of education through generative artificial intelligence holds revolutionary value.This study analyzes its philosophical implications from the perspectives of ontology,epistemology,methodology,and axiology.Building on this foundation,a content analysis of 274 international and 250 domestic studies reveals that Chinese research emphasizes speculative analysis and theoretical frameworks,as well as ideological and ethical considerations regarding application norms.Different research patterns emerge in areas such as technical efficacy,pattern discovery,performance analysis,and development and application.Given these findings,future pathways for AIGC in education should include elucidating theoretical insights into the integration of educational structures and technology;establishing a robust theoretical foundation;fostering a bidirectional synergy between educational ecosystems and technological advancements to deepen coordinated development;clarifying the primary and secondary roles of educational objectives and technology to broaden practical pathways;and maintaining a dynamic balance between educational guidance and technological deployment to achieve a rational consensus.

关 键 词：生成式人工智能 教育 人与技术协同主体 国际比较 未来进路 

分 类 号：G434[文化科学—教育学]