【作 者】：
周跃良， 吴茵荷， 蔡连玉
【关 键 词 】：
人机协同教育； 教师教育变革； 核心理念； 体系再造
【栏 目】：
理论探讨
【中文摘要】：
随着智能技术在学校教育实践中的广泛应用，教育的人机协同转型对教师提出了教育软素养和人机协同素养的新要求，进而从需求侧吁求教师教育的深层变革。传统教师教育的特点为培养目标偏重于“知识的传授者”、课程体系倾向于“工具理性至上”、教学模式局限于“物理课堂空间”，培养的师资难以胜任人机协同教育。应对教育技术革新，教师教育变革的核心理念应为：通过人机协同的方式培养人机协同教育的合格师资。在人机协同理念指引下对教师教育进行体系再造，包括：重塑培养目标，重视培育未来教师的教育软素养与人机协同素养；重构课程体系，注重课程融合与创生；改革教学模式，开展多模式的协同化智能教学；重建教育评价体系，使用技术实现评价的全过程与成长性。
【英文摘要】：
With the wide application of intelligent technology in school education, the transformation of human-computer collaboration in education has put forward new requirements for teachers in terms of educational soft literacy and human-computer collaborative literacy, which in turn calls for a deeper reform of teacher education from the demand side. The characteristics of traditional teacher education are as follows: the goal of teacher education is to be a "knowledge transmitter"; the curriculum system tends to be "instrumentally rational"; and the teaching model is confined to the "physical classroom space". As a result, the teachers trained are not competent for human-computer cooperative education. In response to educational technology innovation, the core concept of teacher education should be to cultivate qualified teachers for human-computer collaborative education by means of human-computer collaboration. The overall system of teacher education should be reconstructed based on the concept of human-computer collaboration, including remodeling the training objectives and emphasizing the cultivation of future teachers' educational soft literacy and human-computer collaborative literacy; reconstructing the curriculum system, focusing on curriculum integration and creation; reforming the teaching model and developing multi-modal collaborative intelligent teaching; reconstructing the education evaluation system and using technology to realize the whole process and growth of evaluation.