【作 者】：
孙立会， 沈万里
【关 键 词 】：
生成式人工智能； 辩证唯物主义； 技术真相； 教育本源； 命运共同体
【栏 目】：
理论探讨
【中文摘要】：
以ChatGPT为代表的生成式人工智能因其强大的“生成”能力而备受教育领域广泛关注。然而，不断涌现的教育组织对ChatGPT的禁止与教育研究者对其振臂高呼形成了“卢德主义再兴起”与“技术决定复升温”的鲜明对比。无论逃避还是接纳，均需对生成式人工智能作为一种技术进行追本溯源。从辩证唯物主义视角讨论生成式人工智能之于教育的影响，不仅能助力教育者以“全景式”视角审视国家政策驱动的教育、科技、人才的三位一体，更能明晰生成式人工智能之于教育同一性与斗争性的对立统一。生成式人工智能之于教育的未来必将由“协同”走向“命运共同体”的“和谐”共生状态。教育观的轴心应向“人”之向度转变；技术观的人机之理应以“求同存异”谋求合作共赢；人才观的主体应“与时俱进”以更好凸显人之主体。教育观、技术观、人才观的三位一体共筑教育未来命运共同体，方能使生成式人工智能之于教育带来的“失衡”转向和谐“平衡”的未来发展。
【英文摘要】：
Generative artificial intelligence, represented by ChatGPT, has attracted much attention for its powerful "generative" ability in education. However, the banning of ChatGPT by a growing number of educational organizations and the advocacy of ChatGPT by educational researchers forms a sharp contrast between "the resurgence of Luddism" and "the resurgence of technological determinism". Whether avoided or embraced, generative AI as a technology needs to be traced back to its origins. Discussing the impact of generative artificial intelligence in education from the perspective of dialectical materialism can not only help educators to examine the trinity of education, science and technology, and talents driven by national policies from a "panoramic" perspective, but also help to clarify the unity of identity and struggle of generative artificial intelligence in education. The future of generative artificial intelligence in education will certainly move from "collaboration" to the "harmonious" symbiosis of "community of shared future". The axis of educational view should be changed to "people". The human-machine technology should be "seeking common ground while reserving differences" to seek win-win cooperation. The subject should "keep abreast of the times" to better highlight the subject of human. The trinity of education, technology and talent can build a community of shared future in education, so that the "imbalance" brought by generative artificial intelligence in education can be turned into a harmonious "balanced" future development.