摘要
生成式人工智能在教育应用中具有巨大的潜力,作为教育技术的主要使用者和评估者,教师的理解与体验具有关键影响。通过现象学方法深入探究53名一线教师对生成式人工智能在教育领域应用的体验与认知,发现教师对GAI的使用动机受到社会文化及人际互动等外部因素的影响,其主体性在与GAI互动中被重塑;使用体验面临理想与现实之间的差距,同时也要警惕外包专业责任的风险;核心期望在于精准辅助教学。结果启示我们,教师需要在人机关系中发挥主体性,专业权威群体需要作为“桥梁者”帮助教师对新技术“祛魅”,并采取辐射式策略推进教师使用GAI;技术发展层面应形成双向循环和交互的技术开发链条。
Generative Artificial Intelligence(GAI)has huge potential for educational applications.As the main users and evaluators of new technologies,teachers’understanding and experience have a key influence.This study adopted a phenomenological method to deeply explore the experience and cognition of 53 K12 teachers on the application of GAI in the field of education.The findings reveal that teachers’motivations to useGAI are influenced by external factors such as sociocultural contexts and interpersonal interactions,with their subjectivity being reshaped through interactions with GAI.Their usage experiences are fraught with discrepancies between expectations and reality,and there is a risk of outsourcing professional responsibilities.The core expectation is for precise instructional assistance.The study suggests that teachers need to assert their subjectivity in human-machine relationships,and professional authorities should act as a“bridge”to demystify new technologies for teachers and adopt a radiating strategy to promote the use of GAI among teachers.On the technological development front,a bidirectional,cyclic,and interactive technology development chain should be established.
作者
刘誉
戴子涵
尚俊杰
LIU Yu;DAI Zi-han;SHANG Jun-jie(School of Education,Peking University,Beijing 100871,China;Faculty of Education,The Chinese University of Hong Kong,Hong Kong 999077,China)
出处
《苏州大学学报(教育科学版)》
北大核心
2025年第1期35-45,共11页
Journal of Soochow University(Educational Science Edition)
基金
北京社科基金2023重点课题“生成式人工智能与教师发展研究”(项目编号:23JYA004)、北京市教育科学“十四五”规划青年专项课题“北京市教师使用生成式人工智能的准备状况与应用案例研究”(项目编号:BCGA24119)的阶段性研究成果。
关键词
生成式人工智能
教师主体性
现象学分析
教师发展
Generative Artificial Intelligence
teacher subjectivity
phenomenological analysis
teacher development
作者简介
刘誉,北京大学教育学院博雅博士后、助理研究员;戴子涵,香港中文大学教育学院教育行政与政策系博士研究生;通信作者:尚俊杰,北京大学教育学院长聘副教授、研究员、博士生导师,jjshang@pku.edu.cn。
