【作 者】：
张务农， 贾保先
【关 键 词 】：
人文主义； 后人类主义； 智慧课堂； 教学主体； 人工智能
【栏 目】：
课程与教学
【中文摘要】：
人文主义的“人”具有纯洁性、自然性、永恒性的内涵，对现代教育技术应用具有天然的批判性；后人类主义的“人”则主张排出“人”的概念，纳入“非人”，体现为对技术的积极接纳态度。研究从“人”和“非人”的双重视角考察了智慧课堂中“人”的主体性问题，研究发现：（1）从“非人”视角看，智慧课堂中的教学主体从永恒的主体转化为流动的主体，从纯洁的主体转化为混合的主体，从自然的主体转化为增强的主体；但从“人”的视角看，人的主体性也面临着“主体虚无”“非人主体”“主体弱化”的风险；（2）“非人”打开了“人”的空间，这种对“人”的解构正是智慧课堂人性论建构的历史的、逻辑的起点；（3）在构建新的教学主体时，可以打开“人”的概念，接纳更多的“非人”，但对“人”的弱化并没有获得伦理上的支持。
【英文摘要】：
The word "human" in humanism has the connotation of purity, naturalness and eternity, and has the natural criticism to the application of modern educational technology, while in post-humanism it tends to exclude the concept of "human" and include "non-human", reflecting the positive acceptance of technology. From the perspectives of "human" and "non-human", this paper investigates the human subjectivity in smart classroom and finds out that (1) from the perspective of "non-human", the teaching subject in smart classroom is transformed from eternal subject to fluid one, from pure subject to mixed one, and from natural subject to enhanced one. However, from the perspective of "human", human subjectivity also faces the risk of "subject nothingness", "non-human subject" and "subject weakening"; (2) The space of "human" is open by "non-human", which is the historical and logical starting point of the theory construction of human nature in smart classroom; (3) When the new teaching subject is constructed, the concept of "human" can be opened and more "non-human" can be accepted, but the weakening of "human" has not been ethically supported.