【作 者】：
吴茵荷， 蔡连玉， 周跃良
【关 键 词 】：
人机协同化； 智能结构三维模型； 教师核心素养； 教师教育
【栏 目】：
理论探讨
【中文摘要】：
人工智能的快速发展与社会应用，正在带来教育系统的人机协同化。人机协同教育图景与传统教育流程大异其趣，人机协同的有效运转使得教育所需的智能结构发生转型。基于国家实力三分理论建构的教育人机协同系统所需的智能结构三维模型有硬、软、巧三种智能，在弱人工智能时代，机器的长处在于硬智能，人类教师则优在软、巧智能。由教育人机协同系统智能结构三维模型，推导出未来教师核心素养框架的三个维度：（1）硬素养，即数据化、结构化和可重复的教育教学能力；（2）软素养，即基于“关系能力”和创造性的教育教学能力；（3）巧素养，即教育人机协同的价值观、意识、知识能力与反思。基于人机比较，未来教师核心素养的重点应在硬素养中的计算思维、软素养和巧素养。培养未来教师的核心素养，需要师范教育率先建构基于人机协同的教育教学模式、课程体系和实训路径，以及提升教师教育者的人机协同教育能力。
【英文摘要】：
The rapid development and social application of artificial intelligence leads to a human-computer synergy in education. The educational prospect shaped by human-computer synergy is quite different from the traditional educational process, and the effective operation of man-machine synergy is transforming the intelligent structure required by education. Based on the three- dimensional theory of national strengths, the three-dimensional model of intelligent structure required by the educational man-machine synergic system has three types of intelligence: hard, soft and smart intelligence. In the era of weak artificial intelligence, the strength of the machine lies in hard intelligence, while human teachers excel in soft and smart intelligence. From the three-dimensional model of intelligent structure of the educational man-machine synergic system, three dimensions of the core literacy framework of future teacher are deduced: (1) hard literacy, namely data-oriented, structured and repeatable pedagogical competencies; (2) soft literacy, creative pedagogical competencies based on