智能技术赋能教师情感劳动:图景重绘与风险应对——兼谈情感教学的生成机理

Intelligent Technology Empowering Teachers’ Emotional Labor: Picture Redrawing and Risk Response——And the Formation Mechanism of Emotion Teaching

智能时代的教师情感劳动能够实现其原始价值的增殖,彰显教师情感劳动的时代意义。智能感知、情感计算、沉浸交互等技术助力教师通过身份确认、量化测评、虚拟空间等拓展传统情感劳动范畴。然而,智能技术赋能教师情感劳动也将带来潜在风险,表现为:智能技术“规训”促使教师情感劳动的生物属性弱化,智能技术强度依赖导致“幸福感”“获得感”消退,智能技术应用或成为教师情感劳动“负担”。为应对智能技术赋能教师情感劳动的风险,教育主管部门应建设“技术-教育”协同共进的情感文明,学校应为智能时代教师情感劳动“转向”提供全面支持,教师应主动适应“人—机协同”的情感劳动新模式。

The emotional labor of teachers in the age of intelligence can realize the multiplication of its original value, showing the significance of the times. Technologies like intelligent perception, emotional computing, and immersive interaction help teachers expand the scope of traditional emotional labor through identity confirmation, quantitative evaluation, and virtual space. However, the emotional labor of teachers empowered by intelligent technology will also bring potential risks, as follows: the “discipline” of intelligent technology will weaken the biological attribute of emotional labor of teachers;the dependence on the intensity of intelligent technology will lead to the fading of “happiness” and “sense of gain”, and the application of intelligent technology may become the “burden” of emotional labor of teachers. In order to cope with the risk of intelligent technology empowering teachers with emotional labor, the educational authorities should build the emotional civilization of “technology-education” coordination, provide comprehensive support for the “turning” of teachers’ emotional labor in the era of intelligence, and teachers should take the initiative to adapt to the new mode of emotional labor of “human-machine coordination”.