摘要
人工智能应用始终无法逾越技术乐观主义、悲观主义、“转化”主义的藩篱,进而堕入了教育应用中的“盲区”“禁区”“误区”。因此,目前人工智能教育应用的三种错误取向还需从批判的视角审视,进而人们应充分认识工具的意向结构,极力抵制坠入历史的虚无之中,拒绝陷入随意转化的虚假幻想。对人工智能教育应用的三点批判体现在忽视了师生的真实需求,漠视了培养完整的人的意义,轻视了人的存在价值。人工智能人文观是以辩证唯物主义为基础提出的教育主张。由此,人工智能教育的相关者必须要认识到人文主义的合理性论点,将人始终视为教育活动中的核心所在,继承“天人合一”的中国优秀传统文化,才能以智识的人文精神气质在教育活动中应用人工智能。
The application of artificial intelligence has never been able to surpass the barriers of technological optimism,pessimism,and"transformation",thus falling into the blind zone,forbidden zone,and misunderstanding in educational application.Therefore,the three wrong orientations of the current application of artificial intelligence education still need to be examined from a critical perspective,and then people should fully understand the intentional structure of the tool,resist falling into the historical nothingness,and refuse to fall into the false fantasy of random transformation.The three points of criticism in the application of artificial intelligence education are that they ignore the real needs of teachers and students,ignore the significance of cultivating a whole person,and belittle the value of human existence.The humanistic view of artificial intelligence is an educational proposition based on dialectical materialism.Therefore,the stakeholders of artificial intelligence education must recognize the rationality of humanism,regard people as the core of educational activities,and inherit the excellent traditional Chinese culture of"integration of man and nature"so as to apply artificial intelligence in educational activities with the intellectual and humanistic temperament.
作者
李芒
张华阳
LI Mang;ZHANG Huayang(Faculty of Education,Beijing Normal University,Beijing 100875)
出处
《电化教育研究》
CSSCI
北大核心
2020年第3期29-39,共11页
E-education Research
基金
全国教育科学“十三五”规划国家一般课题“大学教学现代化的战略愿景与理论创新研究”(课题编号:BCA180085)。
关键词
人工智能
师生真实需求
完整的人
人的存在
Artificial Intelligence
Real Needs of Teachers and Students
Whole Person
Human Existence
