摘要
ChatGPT打通了网络资源壁垒,个体学习的及时性和可获得性得到了显著提升,呈现出个体学习者、教师以及智能机器之间相互交织、共同创造知识的"三元"学习模式.但与计算机、手机的使用类似,人工智能技术的广泛应用需要引起人们是否会对其产生依赖和成瘾的警惕.ChatGPT放大了技术与教育间的二律背反共存矛盾,展现出直白式惯性索取与引导教育思考相悖、信息茧房与开放式泛在学习空间相悖、智能鸿沟与数字化教育公平和效率相悖、知识涌现与信息安全和学术诚信相悖的失衡现象.基于此,作者从价值共创视角提出解悖策略,规避教育中的技术宰制和异化风险.
Abstract
ChatGPT breaks through the barriers of network resources,significantly improves the timeliness and availability of individual learning,and presents a"ternary"learning model in which individual learners,teachers,and intelligent machines are intertwined and jointly create knowledge.But similar to the use of computers and mo-bile phones,the widespread application of artificial intelligence technology requires us to be vigilant about whether it will become dependent and addictive.ChatGPT amplifies the antinomy and coexistence between tech-nology and education,showing that straightforward inertial demands are in conflict with guiding educational think-ing,information cocoons are in conflict with open ubiquitous learning spaces,intelligence gaps are in conflict with equity and efficiency in digital education,and knowledge emergence is in conflict with the imbalance between in-formation security and academic integrity.Based on this,from the perspective of value co-creation,conflict reso-lution strategies are proposed to avoid technological domination and alienation risks in education.
维普
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