中国电化教育

当前及今后一个时期的人机协同教学，需要教育理论有针对性地分析、指导与预测。该文聚焦“生命·实践”教育学视域，精准分析人机协同教学的难题，探索其纾解路径。“生命·实践”教育学与人机协同教学之间存在契合性的指导关系与合理性的生成关系。研究发现，当前人机协同教学存在三重难题：一是缺乏教育理论深度观照，表现为研究未涉及或未恰当运用教育理论，常依赖技术理论等非教育理论；二是过度依赖机器智能，表现为学校看重机器智能本身，忽视人机协同性，导致教学过程碎片化；三是缺少适切的教学支架，表现为现有支架模式化、模糊化且存在“去教学化”倾向。针对三重难题，研究立足“生命·实践”教育学核心观点，提出认知、实践和保障层面的纾解路径。在认知路径上，形成“生命自觉”认知观，合理解析“师-机-生”的三维关系，阐释“机师”角色本质；在实践路径上，通过“主体交往”引导师生正确应用机器智能，以“四个还给”理念建立有效互动框架，借助“研究性变革实践”让教师掌握教学主动权；在保障路径上，依据已有课型研制任务单与评价表，实践“长程两段”设计，研制“类结构”实施系统。

The current and future period of human-machine collaborative teaching requires targeted analysis, guidance, and prediction in educational theory. This article focuses on the educational perspective of “life practice”, accurately analyzing the difficulties and paths of human-machine collaborative teaching. There is a guiding relationship and a rational generative relationship between the pedagogy of “life practice” and human-computer collaborative teaching. Research has found that there are three major challenges in current humancomputer collaborative teaching: firstly, a lack of in-depth understanding of educational theories, manifested in research that does not involve or appropriately apply educational theories, often relying on non educational theories such as technological theories; Secondly, there is an excessive reliance on machine intelligence, manifested in schools valuing machine intelligence itself and neglecting human-machine collaboration, resulting in fragmented teaching processes; Thirdly, there is a lack of appropriate teaching frameworks, manifested as the existing frameworks being standardized, vague, and tending towards “de teaching”. In response to the triple challenge, this article is based on the core viewpoint of “life practice” pedagogy, and proposes relief paths at the cognitive, practical, and security levels. On the cognitive path,form a cognitive view of “life consciousness”, reasonably analyze the three-dimensional relationship of “teacher machine life”, and explain the essence of the role of “pilot”; On the practical path, guide teachers and students to correctly apply machine intelligence through “subject communication”, establish an effective interactive framework with the concept of “four returns”, and use “research-based reform practice” to enable teachers to take the initiative in teaching; On the guarantee path, based on the existing course development task list and evaluation form,practice the “long-range two-stage” design and develop a “class structure” implementation system.