«上一篇/Previous Article|本期目录/Table of Contents|下一篇/Next Article»

清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2025年04期

页码:

19-27

栏目:

教育思想与理论

出版日期:

2025-08-20

文章信息/Info

Title:

The Hollow Idol: A Scrutiny of Generative Artificial Intelligence’s Application in Education

作者:

袁培丽¹ 宋 萑^{1 2}

1.教育部普通高校人文社会科学重点研究基地 北京师范大学教师教育研究中心;2.北京师范大学 基础教育教材综合研究国家教材建设重点研究基地

Author(s):

YUAN Pei-li¹ SONG Huan^{1 2}

1.Center for Teacher Education Research of Beijing Normal University, Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education; 2.National Comprehensive Research Institute for Basic Education Teaching Materials, Beijing Normal University

关键词:

生成式人工智能; 现代性; 主体; 拜物教式幻觉

Keywords:

generative artificial intelligence;  modernity;  subjectivity;  techno-fetishistic illusion

分类号:

G434

文献标志码:

A

摘要:

当前,生成式人工智能正加速引发教育认知结构的错位:其一,能力培养重于知识学习的教育叙事事实上造成了知识掌握与能力发展双重失落;其二,学习过程中“情”与“知”分离阻碍个体对知识的深度理解与内化;其三,大模型的“递归诅咒”加剧人类社会“同质化多元”的文化危机。基于此,本研究从词源学的角度澄清了生成式人工智能并不具备主体性中所蕴含的“施动者”之维,其所输出的结果因缺乏“意向性”而不能被视为知识。在教育情境中,真正能够判断、选择并承担教学与学习责任的,始终是具有主体性的师生。因此,必须重申人机协同的教育逻辑,对每一次技术的进步与应用加以更加审慎的考量,促使技术真正赋能于教育发展。

Abstract:

Generative artificial intelligence (GAI) is accelerating the dislocation of educational cognitive structures in problematic ways. First, the dominant discourse that emphasizes skill development over knowledge acquisition has led to the dual loss of both knowledge mastery and competence development. Second, the separation of emotion and cognition in learning hinders students’ ability to understand and internalize knowledge deeply. Third, the“recursive curse”of large models intensifies the cultural crisis of “homogenized pluralism”. This study argues, from an etymological perspective, that GAI lacks the“agent” dimension inherent in subjectivity, and therefore its outputs cannot be considered knowledge due to the absence of “intentionality”. In educational settings, it is still the human subjects—teachers and students—who are capable of making judgments, making choices, and taking responsibility for teaching and learning. Based on this understanding, the paper calls for a renewed emphasis on the logic of human-machine collaboration in education and urges more cautious consideration of each technological advancement and its application to ensure they truly empower educational development.

常用功能

更新日期/Last Update: 2025-08-20