教学智能化的数据权力滥用:表现、归因与纾解之策

The Abuse of Data Power in Intelligent Teaching: Performance, Attributions and Solutions

教学智能化是当代教学发展的主旋律,旨在通过人工智能技术支撑与促进教学的变革,最终实现“因材施教”。但是,在智能化发展过程中,呈现出数据权力滥用的倾向。研究立足于生成论教学哲学的理论立场,结合吉登斯社会结构化理论对人类社会实践的分析思路,分析教学智能化数据权力滥用的原因,并提出相应的解决策略。教学智能化发展过程中的数据权力滥用具体表现为对人的主体数字化形象的塑造、对精准教学的推崇以及教学评价中“数据主义”倾向。究其原因,是社会群体的应试教育需求、教师等行动者自身实践意识的缺乏以及社会监管体系的不完备等多重原因相互作用产生的“复合效应”。对教学智能化发展中数据权力滥用的规制与消解可以从国家制度建设、社会观念革新与教师自我行为约束等方面入手,规制教师教育权力,规范教师教学行为。

Intelligent teaching is the main theme of contemporary teaching,aiming to support and promote the reform of teaching through artificial intelligence technology,and finally realize"teaching students in accordance with their aptitude".However,in the process of intelligent development,there is a tendency of data power abuse.Based on the theoretical standpoint of generative teaching philosophy,combined with Giddens'social structuring theory to analyze human social practice,the study analyzes the reasons for the abuse of data power,and puts forward corresponding solutions.The abuse of data power in the development of intelligent teaching is embodied in the shaping of digital image of human subject,the promotion of precision teaching and learning and the tendency of"dataism"in teaching evaluation.The reason for this is the"compound effect"resulting from the interaction of the social group's demand for exam-oriented education,the lack of practical awareness of teachers and other actors,and the incompleteness of the social supervision system.The regulation and elimination of the abuse of data power in the development of teaching intelligence can start from the construction of the national system,the innovation of social concepts and the self-behavioral constraints of teachers,so as to regulate teachers'educational power and standardize teachers'teaching behavior.