人机协同教育的发展演变、系统运作和结构类型

Development and Evolution,System Operation,and Structural Types of Human-Machine Collaborative Education

人机协同教育是人机融合发展的重要体现。当前,相关研究主要聚焦人工智能技术如何重塑教育的基本理念、应用方法、实践模式等方面,较少对人机协同教育的系统运作与结构类型进行探讨。人机协同教育是一个复杂的系统,“人”与“机”关系的变化影响着整个协同教育系统的发展。纵观人类技术的发展历史,人机协同教育经历了从工具、计算机、人工智能到超级智能四个工具发展阶段,不同的工具特性带来不同的人机协同关系。在人类与机器组成的人机协同教育系统中,二者主要通过数据流在控制、传输、交互和行动环节的流转,明确彼此状态、设定共同教育目标、执行各自任务,在多轮反馈和调整中实现协同。基于协同主体的不同,智能时代的人机协同可以分为教师与数字孪生、虚拟化身、实体机器人等的协同教学结构,以及学生与数字孪生、虚拟化身、实体机器人等的协同学习结构。每种协同结构的主体都是通过相互作用来实现教育目标的。未来人机协同可能全面赋能教、学、管、研的各个方面。因此,不仅要构建人机协同教育理论体系,还要深入探索人机协同教育的发生机制、运行规律以及应用成效,通过理论和实践的互证,推动人机协同教育系统的可持续发展。

Human-machine collaborative education is an important manifestation of the integration and development of human and machine.Currently,related research mainly focuses on how artificial intelligence technology reshapes basic educational concepts,application methods,and modes of practice,with less discussion on the system operation and structural types of human-machine collaborative education.Human-machine collaborative education is a complex system, where the changes in the relationship between“human”and“machine” affect the development of the entire collaborative education system. Throughout the history oftechnological development, human-machine collaborative education has gone through four stages of tooldevelopment: tools, computers, AI and superintelligence. Characteristics of different tools lead to differenthuman-machine collaborative relationships. In the human-machine collaborative education system, human andmachine mainly interact through the flow of data in control, transmission, interaction and action processes, clarifyingeach other’s states, setting common educational goals, and executing their respective tasks, achieving collaborationthrough multiple rounds of feedback and adjustment. Based on different collaborative subjects, human-machinecollaboration in the intelligent era can be divided into collaborative teaching structures between teachers and digitaltwins, virtual avatars, physical robots, etc., and collaborative learning structures between students and digital twins,virtual avatars, physical robots, etc. And subjects of collaborative structures achieve educational goals throughinteraction. In the future, human-machine collaboration may comprehensively empower all aspects of teaching,learning, management and research. Therefore, it is necessary not only to construct a theoretical system ofhuman-machine collaborative education but also to deeply explore the mechanisms, operational rules andapplication effects of it, promoting the sustainable development of the human-machine collaborative educationsystem through the mutual verification of theory and practice.