【作 者】：
李 栋
【关 键 词 】：
人工智能； 教师发展； 特质定位； 行动哲学； 内在尊严
【栏 目】：
理论探讨
【中文摘要】：
教师作为“行动者”，其发展是一个持续“行动着”的概念。教师的“特质定位”与“行动哲学”是教师在时代变迁中安身立命的关键所在。对“教师是谁”“谁是教师”“何以为师”等经典问题的再追问，是回应人工智能“替代之势”与教师发展“内在觉解”的基本方式。人工智能时代的教师发展需要遵循“合理”“合事”与“合情”的行动原则，在不断地审“时”度“势”、以“事”成“势”、顺“势”而“行”中，呈现教师行动的“可信之维”“可用之维”与“可爱之维”。作为一种时代之学，人工智能时代教师“行动哲学”的重建需要通过理性的直觉、辩证的综合与德行的自证，实现教师经验的整合、知识的生产与智慧的创获，最终在成己成物、成事成人与自发自觉的“行动中”涌现教师存在的内在尊严。
【英文摘要】：
As an "actor", the development of a teacher is a concept of continuous "action". The teacher's trait orientation and action philosophy are the keys for teachers to settle down in the changing times. The re-examining the classic questions of "what is a teacher", "who is a teacher", and "how to be a teacher" is the basic way to respond to the "potential of substitution" of artificial intelligence and the development of "inner awareness" of teachers. Teachers' development in the era of artificial intelligence needs to follow the principles of being "reasonable," "coordinated," and "appropriate". In the process of judging "potential" by "time", turning "potential" with "things", and "acting" in accordance with "potential", teachers' actions are "credible ", "usable " and "lovable ". As a science of the times, the reconstruction of teachers' philosophy of action in the era of artificial intelligence requires the integration of teachers' experience, the production of knowledge and the creation of wisdom through rational intuition, dialectical synthesis and self-evidences of virtue. Finally, the intrinsic dignity of teachers' existence emerges in the actions of becoming oneself, accomplishing things, and achieving others.