华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2019, Vol. 37 ›› Issue (5): 26-37.doi: 10.16382/j.cnki.1000-5560.2019.05.003

• 专题：信息技术时代的教育学理论重建 • 上一篇    下一篇

技术时代的教育学发展——兼议人工智能背景下教育学的两种可能

伍红林1,2   

  1. 1. 江南大学田家炳教育科学学院, 江苏无锡 214122;
    2. 淮阴师范学院教师教育学院, 江苏淮安 223300
  • 出版日期:2019-09-20 发布日期:2019-09-11
  • 基金资助:
    全国教育科学规划课题国家一般项目"人工智能背景下教育的技术逻辑研究"（BAA190233）。

Technological Progress and Educational Development: Two Possibilities of Pedagogy in the Age of Artificial Intelligence

Wu Honglin1,2   

  1. 1. Tian Jiabing College of Education Science, Jiangnan University, Wuxi, Jiangsu 214122, China;
    2. College of Teacher Education, Huaiyin Normal University, Huaian, Jiangsu 223300, China
  • Online:2019-09-20 Published:2019-09-11

RichHTML

205

PDF

686

摘要： 19世纪下半叶以来，技术成为哲学、传媒学、社会学等学科的重要研究主题。与之相较，教育学原理关于技术的研究严重滞后。事实上，教育学的发展与近四百年的技术发展保持同步。从技术视角回顾教育学发展历程，可以发现其内蕴的技术逻辑：技术在发展过程中，化身为知识（课程）、技能、价值取向、思维方式、评价标准、绩效目标等使教育成为技术体系，将教育转变成为一台"巨型机器"，教育学则是为这一体系及其形成过程提供合法合理性论证的知识体系。技术逻辑是技术时代教育学发展的基本逻辑。在人工智能时代，面对人工智能的挑战，教育学的发展将出现两种可能：一是在面对人工智能的直接正面冲击时教育学的必然回应，表现为基于人工智能引发的教育实践变革的理论回应、基于人工智能引发的教育学基本问题变化的理论重构、基于人工智能引发的学科标准变化的学科体系重建；二是在面对人工智能对人类生存的挑战和潜在危险时教育学的可能回应，表现为教育学的学科使命将从顺应转向解放，其核心概念将由可塑转向自觉。

关键词: 技术, 教育, 教育学, 人工智能, 技术逻辑

Abstract: Since the second half of the 19th century, technology has been a research focus in philosophy, media, sociology and other disciplines. In contrast, researches on technology in pedagogy theory lag far behind. In fact, the development of pedagogy keeps pace with the technological development in the technological era. Looking back on the development of pedagogy, we can find its inherent technological logic. Technology exists as knowledge (curriculum), skills, value orientation, mode of thinking, evaluation criteria and performance goals; all these make education a technology system and a giant machine. Pedagogy is a knowledge system that provides legitimate and reasonable arguments for this system and its formation process. Technological logic is the fundamental logic for the development of pedagogy. In the era of AI, there are two possibilities for the development of pedagogy. One is the inevitable response of pedagogy to the challenge of AI. It's reflected in the theoretical response to the changes in educational practice, the theoretical reconstruction of the changes in fundamental educational problems, and the reconstruction of discipline system based on changes in scientific standards of disciplines. The other is the possible response of pedagogy. Facing the challenge and potential danger of AI to human survival, the disciplinary mission of pedagogy will change from conformity to liberation, and its core concept will change from plasticity to consciousness.

Key words: technology, education, pedagogy, artificial intelligence, technological logic