【作 者】：
王学男，李永智
【关 键 词 】：
生成式人工智能； 同构性逻辑； 教育变革； 技术限度； 教育应对
【栏 目】：
理论探讨
【中文摘要】：
生成式人工智能快速迭代引发关注，教育领域似乎是受其影响最为直接和深远的领域之一。对于人工智能的影响，当前存在高估短期效果、低估长远效果的倾向。研究从唯物史观视角，分阶段概括梳理人工智能发展情况，客观分析其发展水平和技术限度，判断其与人类智慧仍有本质差别，特别是在高阶认知和社会情感方面。研究基于理性质疑的态度，发现教育与人工智能技术原理在结构对比、逻辑对比、符号编码、内容分析、交互机理和培养模式六个主要方面存在同构性逻辑，并对二者之间的内在关联和作用机制提供了清晰的认知和判断。研究建议从学生高阶思维培养、新型师生关系构建和教学模式创新三个直接且关键的问题切入，以人工智能撬动教育变革。
【英文摘要】：
The rapid iteration of generative artificial intelligence has attracted attention, and the field of education seems to be one of the most directly and profoundly affected areas. For the impact of artificial intelligence, there is a tendency to overestimate the short-term effect and underestimate the long-term effect. From the perspective of historical materialism, this study summarizes the development of artificial intelligence in stages, objectively analyzes its level of development and technical limitations, and judges that it is still fundamentally different from human intelligence, especially in the aspects of higher-order cognition and social emotions. Based on the attitude of rational questioning, this study examines the isomorphic logic between education and artificial intelligence technology principles in six main aspects: structural comparison, logical comparison, symbolic coding, content analysis, interaction mechanism and training mode. The study provides a clear understanding and judgment of the intrinsic correlation and mechanism of action between the two. This study suggests to start from three direct and crucial issues of students' higher-order thinking cultivation, the construction of new teacher-student relationships and the innovation of teaching mode, so as to leverage educational reform by artificial intelligence.