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篇名 人工智能的教育哲学思考
並列篇名 Educational Philosophy Thoughts on Artificial Intelligence
作者 张刚要(Zhang Gangyao) 、梁青青(Liang Qingqing)
中文摘要 人工智能对构成现代教育的一些基本概念,如主体、交往、知识等等都有自己的理解与重构。具体而言,人工智能对“谁是主体,谁是客体”的哲学假定进行了“拆卸”,使得教育主体(人)“降格”成了客体,教育客体(物)“升格”成了主体。人工智能所建构的“人与非人的交往”因遭遇到“理解难题”而行走在教育交往的“模糊地带”,致使学生极有可能丧失自我,变得和机器一样机械,其独立性和自主性终将消磨殆尽。人工智能参与知识生产的逻辑是一种基于知识库和逻辑规则(算法)的“计算与表征”系统,虽然这为个性化、自适应学习提供了支持,但依旧没有摆脱“客观主义”的窠臼,甚至还隐藏着潜在的教育危机。
英文摘要 Artificial intelligence has its own understanding and reconstruction of some basic concepts that constitute modern education, such as subject, communication, knowledge and so on. Specifically, artificial intelligence disassembles the philosophical assumption of “who is the subject and who is the object”, which makes the subject of education (person) change into the object of education, and the object of education (object) change into the subject of education. The “human and non-human communication” constructed by artificial intelligence walks in the fuzzy zone of educational communication because of the understanding problem, which makes students very likely to lose themselves and become as mechanical as machines, and their independence and autonomy will be exhausted. The logic of artificial intelligence production knowledge is a system of “computation and representation” based on knowledge base and logic rules (algorithms). Although this provides support for individualized and adaptive learning, it still does not get rid of the rut of objectivity and even hides the potential educational crisis.
頁次 001-006
關鍵詞 人工智能 教育思想 主体 知识 交往 artificial intelligence educational thought subject knowledge communication CSSCI
卷期 401
日期 202006
刊名 中國電化教育
出版單位 中國電化教育雜誌社