人机协同教学中教师身份认同的情感理路与提升路径:一个情感社会学的解读

Emotional Rationale and Improvement Path of Teacher Identity in Human-Machine Cooperative Teaching:An Interpretation of the Sociology of Emotions

人机协同教学在推进教师角色分工精细化的同时,极大动摇着教师的身份认同,症结在于教师身份的去情感化。基于情感社会学视角审视教师身份认同的情感逻辑,发现人机协同教学出现政策要求与社会期待下教师身份的多元化、互动硬环境异质化和互动符号系统单维化,伴之而来的是情感规则的遵与违之间教师身份的内在冲突,低回报情感劳动下教师身份的核心质素动摇。对此,需以情感取向为主线统整教师身份结构,化解人机协同教学的身份冲突;发挥教师情感的动力效能,促进人机协同教学的身份协商与身份展示;关照教师身份的情感性要素,为人机协同教学中的教师身份转变减负增能,从而推进教师身份的合情改变,实现人机协同教学中人与技术的和谐共进。

Human-Machine cooperative teaching,while promoting the refinement of teachers'role division,greatly shakes teachers'identity and the crux of which lies in the de-emotionalization of teaches'identity.When the emotional logic of teachers'identity is examined from the perspective of the sociology of emotions,it is found that human-machine cooperative teaching is characterized by the diversification of teachers'identity under the policy requlrements and social expectations,the heterogeneity of interactive hard environment,and the unidimensionality of interactive symbolic systems.This is accompanied by the internal conflict of teachers'identity between compliance and violation of emotional rules,and the core quality of teachers'identity being shaken under low return of emotional labor.Therefore,it is necessary to integrate the structure of teachers'identity based on emotional orientation to resolve teacher's identity conflict of human-machine cooperative teaching,to give full play to the power efficiency of teachers'emotions and to promote the identity negotiation and identity display of human-machine cooperative teaching,to pay attention to the emotional elements of teachers'identity and to reduce the burden and enhance the ability of identity transformation in human-machine cooperative teaching,so as to promote the reasonable change of teachers'identity,and realize the harmonious progress of human and technology in human-machine cooperative teaching.