中国电化教育

数智化时代教师的“技术自觉”是教师对技术革新的敏锐感知,对技术运用的慎思笃行,以及对“技术恐惧”或“技术迷信”等极端反应的主动省思和积极应对,旨在“深化人工智能助推教师队伍建设”,确保教师顺“技”而为、乘“技”而上。研究首先澄明了教师“技术自觉”的意蕴与价值,通过“求知于技”的技术反思完善教师知识结构、“人能驭技”的技术自信涵养教师专业品行、“以技优教”的技术创生提升教师数字素养、“人技共生”的技术觉知跃迁教师生命意义。其次,诠释了教师“技术自觉”的内生逻辑,萌发的起点在于教师主动乘“技势”、形成的支点在于审慎借“技力”、发展的要点在于主动学“技智”、完善的落点在于自主识“技机”。在此基础上,探讨了教师“技术自觉”的提升路径,即以厚植教师专业精神为牵引、夯实“技术自觉”的人文基座,以强化教师专业知识为抓手、增强“技术自觉”的育人价值,以涵养教师专业道德为依托、规范“技术自觉”的育人伦理,以构建“师-技”和谐关系为保障、升华“技术自觉”的育人境界,实现教师从融“技”执教到创“技”兴教的思维自觉与行动自觉。

In the digital age, teachers' “technological consciousness” refers to their keen sensitivity to the technological development, deliberation and practice on application of technology and proactive thinking and response to extreme reactions such as “ techno-panic” or “ technological superstition”, aiming to “deepen the construction of the teaching team promoted by artificial intelligence” and ensure that teachers can follow “technology” and take advantage of “technology”. The study first clarifies the meaning and value of teachers' “technological consciousness”. It improves teachers' knowledge structure through a technical reflection of “seeking knowledge from technology”, cultivating teachers' professional conduct through technical confidence in “people can control technology”, enhancing teachers' digital literacy through technological creation of “teaching with technology” and changing the meaning of teachers' life through technological awareness of “ co-prosperity of people and technology”. Secondly, the endogenous logic of teachers' “technological consciousness” is interpreted. The starting point of germination is that teachers actively take advantage of “technological potential”. The fulcrum of formation is to carefully borrow “technical power”. The key point of development is to voluntarily absorb “technical wisdom”. The standing point of perfection is to recognize “technical opportunity” independently. On this basis, the improving path on teachers' “ technological consciousness” is discussed, namely, to strengthen the humanistic foundation of “technological consciousness” by cultivating teachers' professional spirit, to enhance the educational value of “technological consciousness” by strengthening teachers' professional knowledge, to cultivate teachers' professional ethics and standardize the educational ethics of “technological consciousness”, to build a harmonious “teacher-technology” relationship as a guarantee and sublimate the educational realm of “ technological consciousness”, to realize teachers' thinking consciousness and behavioral consciousness from integrating “technology” to teaching to creating “technology” to promote education.