摘要
大语言模型的兴起,导致教育研究智能推理底层逻辑同质化问题。解决这一问题,需要以“经验、体验和思辨”三类研究范式为参照,根据教育研究主体所处生存环境特征,划分出教学实践、权力、学术三类研究场域,由此形成“行动研究、中层理论、基础理论”三类范式。在对相关核心概念界定后,通过引入主体间性、镜像和场域理论,对AI参与教育研究可能引发的变化及人智协同的复杂机制进行探究,形成重建教育研究场域的理论基础。再以文献分析、实践案例追踪等方法,分析三类场域中人智拥有的资本差异,明确其博弈状态和协同生成机制,构建出教育研究的人智共创三类新范式。由此得出结论:首次提出教育研究存在人智互动的类主体间性关系及其有限性特征,明确了三类教育研究场域中人智协同的复杂机制和共创范式,为有效化解教育研究中底层构思同质化问题,提供了理论基础和切实可行的路径。同时,提示了人智协同的教育研究中,需要注意的AI伦理风险。
The rise of large language models has led to the homogenization of the underlying logic of intelligent reasoning in educational research.To address this issue,it is necessary to take three types of research paradigms—“experience,practice,and speculation”—as references,and divide three research fields(teaching practice,power,and academia)based on the characteristics of the living environment of the subjects in educational research,thereby forming three paradigms:“action research,middle-range theory,and basic theory.”After defining the relevant core concepts,this study explores the potential changes brought by AI’s participation in educational research and the complex mechanism of human-AI collaboration by introducing the theories of intersubjectivity,mirror image,and field,laying a theoretical foundation for reconstructing the field of educational research.Furthermore,using methods such as literature analysis and tracking of practical cases,it analyzes the capital differences between humans and AI in the three fields,clarifies their game states and collaborative generation mechanisms,and constructs three new paradigms of human-AI cocreation in educational research.The conclusions are as follows:it is the first time to propose the existence of a quasi-intersubjective relationship in human-AI interaction in educational research and its finiteness characteristics;it clarifies the complex mechanisms of human-AI collaboration and co-creation paradigms in the three educational research fields,providing a theoretical basis and practical path for effectively resolving the homogenization of underlying conceptions in educational research.At the same time,it points out the AI ethical risks that need attention in human-AI collaborative educational research.
作者
曾丽颖
Zeng Liying(School of Education and Science,Lingnan Normal University,Zhanjiang 524048,Guangdong)
出处
《中国电化教育》
北大核心
2026年第3期54-60,共7页
China Educational Technology
基金
教育部人文社科规划项目“中小学作业增生机理与‘双减’根治增能研究”(项目编号:23YJA880004)研究成果。
关键词
教育研究
场域重构
范式创新
人智互动
主体间性
educational research
field reconstruction
paradigm innovation
human-AI interaction
intersubjectivity
