摘要
以ChatGPT为代表的生成式人工智能技术的出现和大规模使用,标志着强人工智能时代的临近,也引发了教育转型和教师角色定位的再思考。研究以行动者网络理论为框架,跟进16名背景相异的一线教师7天的生成式人工智能使用情况,对教师的深度访谈和对实物资料的分析显示,参与教师在与技术交互的过程中,发出了不同层次的指令,感知人工智能具有类人性、物质性和工具性。教师识别出了人机互动网络中的多元主体,如同侪、家长,以及制度和文化的影响,这也形塑着教师的技术接受程度和未来使用预期。教师感知到人工智能技术带来的教师角色转型,展望了未来智能技术介入教育、人机双师协同育人的图景。
The emergence and wide use of generative artificial intelligence technologies,represented by ChatGPT,signify the approaching era of strong artificial intelligence,which prompts a reconsideration of educational transformation and changing roles of teachers.Taking the actor-network theory as a framework,this study closely examined the generative artificial intelligence usage by 16 teachers with diverse backgrounds in elementary and secondary education for seven days.In-depth interviews with teachers and analysis of physical materials revealed that participating teachers gave prompts at different levels in their interactions with the technology,perceiving artificial intelligence as possessing human-like characteristics,materiality,and instrumentality.Teachers recognized the influence of various actors in the human-machine interaction network,such as peers,students’parents,as well as institutional and cultural factors,which also shaped their level of technological acceptance and future usage expectations.Teachers also perceived the transformation of teacher role influenced by artificial intelligence technology,envisioning a future landscape of intelligent technology integration in education and collaborative human-machine teaching for cultivating students.
作者
吴蔚然
宋国语
林敏
杨志清
WU Weiran;SONG Guoyu;LIN Min;YANG Zhiqing(Center for Teacher Education Research,Beijing Normal University,Beijing 100875,China)
出处
《湖南师范大学教育科学学报》
北大核心
2023年第5期35-44,共10页
Journal of Educational Science of Hunan Normal University
基金
北京社会科学基金重点项目“我国在线教师教育体系建设研究”[20JYA001]。
