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教师角色超载催生了AI教师，同时人们在伦理风险担忧中提出了“AI教师身份何以证成”的拷问，而角色理论从结构化到关系性的发展开辟了一条答问新路径。当前，固步于人为“万物的尺度”的结构性角色框架中的AI教师，由恒定角色定位带来交流互动障碍；由固守线性边界导致学习支持不足；由固化的二元对立的人机关系引发人文关怀危机。而重构关系性的AI教师角色成为突破困境的密匙：在角色采择中从恒定走向生成的专业定位；建构角色联结时从转译走向内动协同网络；进而从二元对立走向共创的文化学习角色创造。后人文主义意识到，智能机器人和人类互为衡量尺度，因此需在AI教师研发中提高师生内动成效、加强学生学习支持、提升育人价值成效。未来，以巴拉德“智能代理主体实在论”等新兴角色理论为指引，基于“伦理自觉”的AI教师主讲课堂正翘首盼望我们加以构想、开发与建构。
Abstract：The overloading of the teacher role has given rise to AI teachers, while people have raised the question of “how to legitimize the identity of AI teachers” in the midst of ethical risk concerns. Meanwhile, the development of role theory from structural to relational has opened up a new path for answering this question. Currently, AI teachers who are stuck in the structural role framework of being “the measure of all things” by humans suffer from communication and interaction barriers due to their constant role positioning; insufficient learning support due to adherence to linear boundaries; and a crisis of humanistic concern due to the rigid binary opposition of human-machine relationships. Reconstructing relational roles of AI teacher becomes the key to breaking out of this predicament: moving from a constant to a generative professional positioning in role selection; shifting from one-way translation to intra-active synergy networks in building role connections; and then moving from binary opposition to co-creation of cultural learning role creation. Post-humanism realizes that intelligent robots and humans are mutual yardsticks, so it is necessary to enhance the effectiveness of teacher-student intra-action, strengthen student learning support, and enhance the effectiveness of educational value creation in the development of AI teachers. In the future, the new classroom led by AI teacher who has the ethical self-awareness is calling us to develop and construct according to Barad's “agential realism” and other emerging role theories.
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(1)中介者指对意义和力量进行毫无改变的转运(Transport)的行动者，而转译者则在传播过程中修正或改变事物。
(1)福柯式主体，指能够通过反观自身的语言和行为输出及其反馈，以实现自我解释和创新的主体。
基本信息:
中图分类号:G451;G434
引用信息:
[1]董娜,陈寞塬,黄甫全.AI教师身份何以证成：来自新兴角色理论的回答[J].中国电化教育,2025,No.460(05):42-52.
基金信息:
广东省哲学社会科学规划2022年度一般项目“新唯物主义智能化学习技术代理主体论”(项目编号：GD22CJY13); 广东省哲学社会科学规划2023年度学科共建项目“粤港澳大湾区中小学教师智能化教学胜任力模型开发研究”(项目编号：GD23XJY64)研究成果
2025-05-10
2025-05-10