技术现象学视域下人工智能对教师角色的重塑

Reshaping Teacher's Roles by Artificial Intelligence from Perspective of Technological Phenomenology

在人工智能技术加持下的全新教育场域中,如何重新界定教师的存在价值和角色定位已成为推动未来教育发展亟须解决的关键问题。研究从技术现象学的“人-技术”理论分析框架出发,将教师与人工智能技术的关系划分为“具身关系”“解释关系”“它异关系”“背景关系”四种不同的意向性结构,进而审视教师角色在智能教育生态下的多重转变:应从“人技分离的教学者”转变为“人技合一的导学者”,发挥教育智慧作用,提升教育价值;应从“教育数据的分析者”进化为“学生心灵的对话者”,重视与学生心灵对话的情感教育;应从“机械工作的奴役者”成长为“高级智能的唤醒者”,勇敢承担机器无法胜任的工作;应从“教学效率的追求者”回归为“教育本质的探寻者”,避免陷入功利化和工具化的教育歧途。

In the new educational field supported by artificial intelligence technology,how to redefine the existence value and role of teachers has become a key issue that needs to be resolved to promote the development of education in the future.Starting from the theoretical analysis framework of"human-technology"in phenomenology of technology,this paper divides the relationship between teachers and artificial intelligence technology into four different intentional structures of"embodiment relationship","hermeneutic relationship","alterity relationship"and"background relationship",and then examines the multiple changes of teachers'roles in the smart education ecosystem.It is suggested that teachers should transform from"the instructor who separates human and technology"to"the tutor who integrates human and technology"to give full play to educational wisdom and enhance the value of education.And teachers should evolve from"the analyst of educational data"to"the interlocutor of students'mind"to attach importance to the emotional education of students.Furthermore,teachers should grow their roles from"the slave of mechanical work"to"the awakener of advanced intelligence"to bravely undertake the work that machines are not competent for,and teachers should return from"the pursuer of teaching efficiency"to"the seeker of educational essence"to avoid falling into the trap of utilitarian and instrumentalized education.