中国电化教育

2025, 03, No.458 51-60

GAI赋能教育变革：哲学审视、国际比较与未来进路

基金项目(Foundation): 中国科学院学部院士咨询评议项目“生成式人工智能技术赋能科学教育发展战略研究”(项目编号：211910118); 北京师范大学博一学科交叉基金项目“基于生成式人工智能的实验教学工具设计与课程开发”(项目编号：BNUXKJC2303)研究成果

邮箱(Email):

DOI:

发布时间： 2025-03-10

出版时间： 2025-03-10

移动端阅读

2,673	11	1660
下载次数	被引频次	阅读次数

引用本文下载本文

PDF

引用导出

GB/T 7714-2015 MLA APA Refworks EndNote NoteExpress NoteFirst

摘要全文参考文献出版信息相关文章

摘要：

生成式人工智能赋能教育具有革命性价值。该研究从本体论、认识论、方法论、价值论的四维范式剖析其哲学意蕴。在此基础上，基于内容分析法对274篇国外和250篇国内研究进行考察比较，发现我国研究重点放在思辨分析与模型框架的理论探讨，关注意识形态与应用规范的伦理道德，在技术效果、规律挖掘、性能分析、研发应用等方面均展现不同研究样态。鉴于此，未来生成式人工智能赋能教育应阐释教育架构与技术的理论创见，奠定学理基础；桥接教育生态与技术的双向互促，深化协同发展；厘清教育目标与技术的主客位置，拓宽实践路径；把稳教育导向与技术的动态平衡，汇聚理性共识。

关键词： 生成式人工智能; 教育; 人与技术协同主体; 国际比较; 未来进路;

Abstract：

The empowerment of education through generative artificial intelligence holds revolutionary value. This study analyzes its philosophical implications from the perspectives of ontology, epistemology, methodology, and axiology. Building on this foundation, a content analysis of 274 international and 250 domestic studies reveals that Chinese research emphasizes speculative analysis and theoretical frameworks, as well as ideological and ethical considerations regarding application norms. Different research patterns emerge in areas such as technical efficacy, pattern discovery, performance analysis, and development and application. Given these findings, future pathways for AIGC in education should include elucidating theoretical insights into the integration of educational structures and technology; establishing a robust theoretical foundation; fostering a bidirectional synergy between educational ecosystems and technological advancements to deepen coordinated development; clarifying the primary and secondary roles of educational objectives and technology to broaden practical pathways;and maintaining a dynamic balance between educational guidance and technological deployment to achieve a rational consensus.

KeyWords： generative artificial intelligence; education; human-technology co-subjectivity; international comparison; future pathways;

如需获取全文，请访问cnki.net

参考文献

[1][16]吴永和,颜欢等.教育通用人工智能大模型标准体系框架研制[J].现代教育技术,2024,34(4):28-36.

[2][3]李艳,金皓月等.基于Chat GPT的研究生人机协同学术写作实践研究及启示[J].远程教育杂志,2023,41(5):38-48+75.

[4]蔡连玉,金明飞等.教育数字化转型的本质:从技术整合到人机融合[J].华东师范大学学报(教育科学版),2023,41(3):36-44.

[5]杜华,顾小清.教育技术学理论五问--兼论教育技术学之于教育学理论建构的贡献[J].教育研究,2020,41(1):148-159.

[6]石中英.教育哲学导论[M].北京:北京师范大学出版社,2006.

[7]Feenberg,A.Transforming technology:a critical theory revisited (2nd ed.)[M].Oxford:Oxford University Press,2023.

[8]方文彬,胡景谱.技术哲学经验转向视域下人类增强技术的哲学考察[J].湖南科技大学学报(社会科学版),2023,26(5):176-184.

[9]刘铮.分析技术哲学的“难问题”及其身体现象学解决进路[J].自然辩证法通讯,2018,40(8):112-118.

[10]Cooper,G.Examining science education in Chat GPT:An exploratory study of generative artificial intelligence[J].Journal of Science Education and Technology,2023,32(3):444-452.

[11]王坤庆.论价值、教育价值与价值教育[J].华中师范大学学报(人文社会科学版),2003,(4):128-133.

[12]Verbeek P.Materializing Moralty:Design Ethics and Technology Mediation[J].Science,Technology&Human Values.2006,(3):361-380.

[13]Wong,L.,Park,H.,et al.From hype to insight:Exploring Chat GPT’s early footprint in education via altmetrics and bibliometrics[EB/OL].https://doi.org/10.1111/jcal.12962,2024-02-23.

[14]Chen,X.,Hu,Z.,et al.Empowering education development through GAI:A systematic literature review[J].Education and Information Technology,2024,29:17485-17537.

[15]夏琪,程妙婷等.从国际视野透视如何将Chat GPT有效纳入教育--基于对72篇文献的系统综述[J].现代教育技术,2023,33(6):26-33.

[17]余胜泉,熊莎莎.基于大模型增强的通用人工智能教师架构[J].开放教育研究,2024,30(1):33-43.

[18]董艳,陈辉.生成式人工智能赋能跨学科创新思维培养：内在机理与模式构建[J].现代教育技术,2024,34(4):5-15.

[19]曹培杰,谢阳斌等.教育大模型的发展现状、创新架构及应用展望[J].现代教育技术,2024,34(2):5-12.

[20]顾小清,胡艺龄等.AGI临近了吗:Chat GPT热潮之下再看人工智能与未来教育发展[J].华东师范大学学报(教育科学版),2023,41(7):117-130.

[21]Lim,W.M.,Gunasekara,A.,et al.Generative AI and the future of education:Ragnar?k or reformation?A paradoxical perspective from management educators[J].The International Journal of Management Education,2023,21(2):100790.

[22]Kim,M.,Adlof,L.Adapting to the Future:Chat GPT as a Means for Supporting Constructivist Learning Environments[J].Tech Trends,2024,68(1):37-46.

[23]陈向东,赵丽娟等.拓展学科的疆域：大模型的涌现能力对学习科学的影响[J].现代教育技术,2024,34(1):44-54.

[24]杜华,孙艳超.生成式人工智能浪潮下知识观的再审视--兼论两个经典知识之问的当代回应[J].现代教育技术,2024,34(1):96-106.

[25]王佑镁,王海洁等.Chat GPT赋能职业教育数字化转型的多重角色与实践路径[J].电化教育研究,2024,45(1):76-83.

[26]Soumya D.,Madhusudan J.V.Perceptions of Higher Education Students towards Chat GPT Usage[J].International Journal of Technology in Education,2024,7:86-106.

[27]吴蔚然,宋国语等.教师如何感知生成式人工智能--基于行动者网络理论的质性研究[J].湖南师范大学教育科学学报,2023,22(5):35-44.

[28]Tu,Y.F.,Hwang,G.J.University students’conceptions of Chat GPT-supported learning:a drawing and epistemic network analysis[EB/OL].https://doi.org/10.1080/10494820.2023.2286370,2023-06-13.

[29]赵静,倪明扬等.GAI重构研究生学术实践:持续使用意愿影响因素研究[J].现代情报,2024,44(7):34-46.

[30]Mutammimah,H.,Rejeki,S.,et al.Understanding Teachers’Perspective toward Chat GPT Acceptance in English Language Teaching[J].International Journal of Technology in Education,2024,7:290-307.

[31]郑兰琴,高蕾等.基于生成式人工智能技术的对话机器人能促进在线协作学习绩效吗?[J].电化教育研究,2024,45(3):70-76+84.

[32]王卓,马洋珍等.Chat GPT类阅读平台对研究生学术阅读能力的影响[J].开放教育研究,2023,29(6):60-68.

[33]Nugroho,A.,Putro,N.H.,et al.The Potentials of Chat GPT for Language Learning:Unpacking its Benefits and Limitations[J].Register Journal,16(2):224-247.

[34]邢瑶,王帆等.GAI环境下研究生复杂认知的生成演变--基于Chat GPT的“证据推理”[J].现代教育技术,2024,34(4):47-59.

[35]李艳,金皓月等.基于Chat GPT的研究生人机协同学术写作实践研究及启示[J].远程教育杂志,2023,41(5):38-48+75.

[36]Liu,J.,Li,S.,et al.Collaboration with Generative Artificial Intelligence:An Exploratory Study Based on Learning Analytics[EB/OL].https://doi.org/10.1177/07356331241242441,2024-04-01.

[37]孙丹,朱城聪等.基于生成式人工智能的大学生编程学习行为分析研究[J].电化教育研究,2024,45(3):113-120.

[38]Ghafouri,Mohammad.Chat GPT:The catalyst for teacher-student rapport and grit development in L2 class[J].System,2024,120:130249.

[39]Jeon,J.,Lee,S.Large language models in education:A focus on the complementary relationship between human teachers and Chat GPT[J].Education and Information Technologies,2023,28:15873-15892.

[40]Shi,S.J.,Li,J.W.,et al.A study on the impact of Generative Artificial Intelligence supported Situational Interactive Teaching on students’‘flow’experience and learning effectiveness-a case study of legal education in China[J].Asia Pacific Journal of Education,2024,44(1):112-138.

[41]Yan,D.Impact of Chat GPT on learners in a L2 writing practicum:An exploratory investigation[J].Education and Information Technologies,2023,28:13943-13967.

[42]Cooper,G.Examining science education in Chat GPT:An exploratory study of generative artificial intelligence[J].Journal of Science Education and Technology,2023,32(3):444-452.

[43]Urhan,S.,Gen?aslan,O.,et al.An argumentation experience regarding concepts of calculus with Chat GPT[EB/OL].https://doi.org/10.1080/10494820.2024.2308093,2024-01-31.

[44]Araújo,José,Saúde,Isabel.Can Chat GPT Enhance Chemistry Laboratory Teaching?Using Prompt Engineering to Enable AI in Generating Laboratory Activities[J].Journal of Chemical Education,2024,101:1858-1064.

[45]贺樑,应振宇等.教育中的Chat GPT:教学能力诊断研究[J].华东师范大学学报(教育科学版),2023,41(7):162-176.

[46]Jukiewicz,M.The future of grading programming assignments in education:The role of Chat GPT in automating the assessment and feedback process[J].Thinking Skills and Creativity,2024,52:101522.

[47]Theelen,H.,Vreuls,J..Doing Research with Help from Chat GPT:Promising Examples for Coding and Inter-Rater Reliability[J].International Journal of Technology in Education,2023,7:1-18.

[48]魏爽,李璐遥.人工智能辅助二语写作反馈研究--以Chat GPT为例[J].中国外语,2023,20(3):33-40.

[49]Lee,U.,Jung,H.,et al.Few-shot is enough:exploring Chat GPT prompt engineering method for automatic question generation in english education[J].Education and Information Technologies,2023,29:11483-11515.

[50]Wang,M.,Wang,M.,et al.Unleashing Chat GPT’s Power:A Case Study on Optimizing Information Retrieval in Flipped Classrooms via Prompt Engineering[J].IEEETransactions on Learning Technologies,2024,29:11483-11515.

[51]徐升,佟佳睿等.下一代个性化学习:生成式人工智能增强智能辅导系统[J].开放教育研究,2024,30(2):13-22.

[52]Wu,T.,Lee,H.,et al.Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via Chat GPT-Based Learning Aid[J].Journal of Educational Computing Research,2024,61(8):3-31.

[53]Pavlova,N.H.Flipped dialogic learning method with Chat GPT:Acase study[J].International Electronic Journal of Mathematics Education,2024,19(1):em0764.

[54]Gatti Jr,Wilian,Marasco,Emily,et al.How Chat GPT can inspire and improve serious board game design[J].International Journal of Serious Games,2023,10:33-54.

[55]Okulu,H.Z.,Muslu,N.Designing a course for pre-service science teachers using Chat GPT:what Chat GPT brings to the table[EB/OL].https://doi.org/10.1080/10494820.2024.2322462,2024-10-01.

[56]吴河江,吴砥.教育领域通用大模型应用伦理风险的表征、成因与治理[J].清华大学教育研究,2024,45(2):33-41.

[57]王正青,田霄.生成式人工智能赋能高校招生模式创新:价值逻辑、实现路径与潜在风险[J].现代远距离教育,2024,(2):13-22.

[58]王帅杰,汤倩雯等.生成式人工智能在教育应用中的国际观察:挑战、应对与镜鉴[J].电化教育研究,2024,45(5):106-112+120.

[59]苗逢春.生成式人工智能及其教育应用的基本争议和对策[J].开放教育研究,2024,30(1):4-15.

[60]杨九诠.想象的困境:生成式人工智能世代的价值教育[J].中国远程教育,2024,44(2):12-23.

[61]沈苑,汪琼.生成式人工智能支持教学决策的实践困境与关键进路[J].电化教育研究,2024,45(11):92-99.

[62]邱燕.生成式人工智能背景下高校意识形态风险及其防范[J].学校党建与思想教育,2024,(5):82-84.

基本信息:

中图分类号:G434

引用信息:

[1]王晶莹,杜蕾,张登博.GAI赋能教育变革：哲学审视、国际比较与未来进路[J].中国电化教育,2025,No.458(03):51-60.

基金信息:

中国科学院学部院士咨询评议项目“生成式人工智能技术赋能科学教育发展战略研究”(项目编号：211910118); 北京师范大学博一学科交叉基金项目“基于生成式人工智能的实验教学工具设计与课程开发”(项目编号：BNUXKJC2303)研究成果

发布时间：

2025-03-10

出版时间：

2025-03-10

请选择需要下载的pdf数据

中国电化教育

使用微信“扫一扫”功能。
将此内容分享给您的微信好友或者朋友圈

请选择需要下载的pdf数据

中国电化教育

使用微信“扫一扫”功能。将此内容分享给您的微信好友或者朋友圈

使用微信“扫一扫”功能。
将此内容分享给您的微信好友或者朋友圈