中国电化教育

近年来,生成式人工智能(以下简称GenAI)已广泛应用于教育领域,引发诸多关于教育主体性的审思。生成式人工智能在教育领域的变革效应集中凸显于教育主体构型变革,即由传统的“强弱二元主体构型”革命性地转变为“三元主体构型”并呈现为非稳态的技术宰制和较强烈的“技术异化”特征。针对这种异化呈现,应摒弃技术悲观主义的“怀乡病”,坚持历史地、辩证地看待教育中“技术与人”的共生关系,既要看到人的主体性消解危机,也要看到人的主体性重塑机遇,认识到教育始终是人的教育这一“属人特性”,即会看到这种由GenAI引发的技术异化将随着教育主体的能动性自觉、“技术受动”转向“技术主动”、教育的共时性和历时性革新,最终在更高维度上演进到“复归于人”的稳态“二元新构型”,完成教育领域技术与人的新一轮辩证互动。

In recent years, Generative Artificial Intelligence(GenAI) has been widely applied in the field of education, sparking many reflections on the subjectivity of education. The transformative effect of generative artificial intelligence in the field of education is mainly highlighted in the transformation of the educational subject configuration, from the traditional “strong weak binary subject configuration” to a “ternary subject configuration” and presented as a nonsteady state technological domination, showing a strong “technological differentiation” characteristic of education. In response to this manifestation of alienation, we should abandon the “homesickness” of technological pessimism and adhere to a historical and dialectical view of the symbiotic relationship between “technology and human” in education. We should not only see the crisis of human subjectivity dissolving, but also the opportunities for human subjectivity reshaping. We should recognize the “personal characteristic” that “education is always human education”. We will see that this technological alienation caused by GenAI will evolve into a new round of dialectical evolution between technology and human in the field of education, with the initiative and consciousness of educational subjects, the shift from “technology driven” to “technology active”, and the synchronous and diachronic innovation of education. Ultimately, it will evolve into a stable “binary new configuration” of “returning to human” at a higher dimension, completing a new round of dialectical evolution between technology and human in the field of education.