摘要
在离身认知走向具身存在的过程中,传统学习模式的规限性逐渐消散,主张起身体参与的重要性,并夹杂信息技术的媒介变迁,建构起身体“在场”的“技术具身”形象,使智能的终端成为身体存在的虚设对象,创设多元的教育图景。然而,机器模仿的教学与人类创造的需求存在治理的冲突与伦理的博弈,造成主体迷失、信息同质、公平失效的困境。应通过主体精神的召回、算法边界的管控、数据伦理的治理推进算法技术的向善与教学内容的平衡,实现人类智慧与机器智能的协同演化。
In the process of disembodied cognition towards embodied existence,the restrictive nature of traditional learning mode gradually dissipates,advocating the importance of body participation,and intermingled with the media changes of information technology,constructing the image of"technology embodied"in the presence of the body,making the intelligent terminal become the imaginary object of body existence,and creating a diversified educational landscape.However,there are conflicts of governance and ethical game between the teaching of machine imitation and the demand created by human beings,resulting in the dilemma of subject loss,information homogeneity and fairness failure.We should promote the improvement of algorithm technology and the balance of teaching content through the recall of subject spirit,the control of algorithm boundary and the governance of data ethics,and realize the co-evolution of human intelligence and machine intelligence.
作者
朱光良
ZHU Guang-liang(Southwest University of Science and Technology,Mianyang Sichuan 621000)
出处
《潍坊工程职业学院学报》
2023年第5期33-38,共6页
Journal of Weifang Engineering Vocational College
基金
西昌民族幼儿师范高等专科学校——凉山民族教育大数据研究中心资助项目“智能学习终端介入下高校教学实践的博弈对策与模式协商”(23LMJD03)研究成果。
关键词
具身学习
智能终端
高校教学
风险治理
embodied learning
intelligent terminal
college teaching
risk management
