摘要
ChatGPT的问世再次点燃了人们对技术的理论热情,也对教育尤其是教师带来了全面而深刻的冲击与挑战,“以人为师”的合法性再度被推上时代的“浪尖”。技术批判理论为我们应对“人师”的合法性危机提供了认识论指引,基于技术批判理论视角可以发现,ChatGPT引发的“人师”合法性危机主要表现在“以机器为主体的教师”动摇了人师知识的权威性、消解了人师教学的专业性以及冲击了人师角色的正当性,其深层致因在于ChatGPT引发的知识生产模式的异化、“人—人”与“人—机”交互习惯的异化以及人类训育形式的异化。“以人为师”有着人工智能难以替代的价值,为有效应对ChatGPT引发的“以人为师”的合法性危机,可能的策略包括:提升人师知识生产能力,拓展人师知识领域;捍卫以人教人的主导地位,凸显人师教学价值;坚守以人育人的伦理底线,丰富人师角色内涵等。
The emergence of ChatGPT has once again ignited people's theoretical enthusiasm for technology,and has also brought comprehensive and profound impacts and challenges to education,especially teachers,and the legitimacy of"human as teacher"has once again been pushed to the forefront of the times.The critical theory of technology provides epistemological guidance for us to deal with the legitimacy crisis of"human teacher".Based on the perspective of critical theory of technology,it can be found that the legitimacy crisis of"human teacher"triggered by ChatGPT is mainly manifested in the fact that"machine-based teacher"has shaken the authority of human teacher's knowledge,dissolved the professionalism of human teacher's teaching,and impacted the legitimacy of human teacher's role.The underlying causes lie in the alienation of knowledge production modes,the alienation of"human-human"and"human-machine"interaction habits,and the alienation of the form of human education caused by ChatGPT.The"human teacher"has a value that is difficult to be replaced by artificial intelligence.To effectively address the legitimacy crisis of"human teacher"caused by ChatGPT,possible strategies include:enhancing the knowledge production capacity of human teachers and expanding the field of human teachers'knowledge;defending the dominant position of teaching by human beings and highlighting the value of teaching by human teachers;adhering to the ethical bottom line of educating people by people,and enriching the connotation of the role of human teacher.
作者
郭顺峰
李光
邹红军
GUO Shunfeng;LI Guang;ZOU Hongjun(Institute of Education,Central China Normal University,Wuhan Hubei 430079;Institute of Education,Hanjiang Normal University,Shiyan Hubei442000;Center for Teacher Education Research,Beijing Normal University,Beijing 100875)
出处
《电化教育研究》
CSSCI
北大核心
2023年第11期28-35,共8页
E-education Research
基金
2022年度国家社会科学基金教育学青年项目“数字化时代的主体性危机与教育应对研究”(项目编号:CAA220307)。
