人工智能时代教育学知识生产的转型、危机与重构

Transformation, Crisis and Reconstruction of Pedagogical Knowledge Production in the Era of Artificial Intelligence

知识生产的历史就是人类生产劳动的历史。人工智能时代,新兴技术推动了教育学知识生产的转型,知识生产的主体从单一个体到群智协同,知识生产的过程由基于经验到数据分析,知识形式从原理形态转向差异(交叠)形态。这在一定程度上提升了教育学知识生产的客观性和科学性,但是人工智能时代的教育学知识生产也隐含着数字偏见、价值失控、数字致瘾等危机。应对智能时代教育学知识生产危机,并不能断然拒绝智能技术在知识生产中的应用,而是让技术在教育学知识生产中合理介入,同时注重体现人文主义精神,让技术与人文共存、相融,形成教育学知识生产的数字人文路径。

The history of knowledge production is the history of human productive labor. In the era of artificial intelligence, emerging technologies have promoted the transformation of pedagogical knowledge production. The subject of knowledge production has changed from single individual to collaborative group intelligence. The process of knowledge production has changed from experience-based to data analysis, and the form of knowledge has changed from form of principle to form of difference(overlapping). This improves the objectivity and scientificity of pedagogical knowledge production to a certain extent, but pedagogical knowledge production in the era of artificial intelligence also implies crisis, such as digital bias, loss control of value, digital addiction. To deal with the crisis of pedagogical knowledge production in the intelligent era, we cannot categorically refuse the application of intelligent technology in knowledge production, but let technology intervene reasonably in pedagogical knowledge production, and pay attention to the embodiment of humanistic spirit, so that technology and humanities can coexist and integrate to form a digital humanistic path of pedagogical knowledge production.