【作 者】：
刘 鹂， 王 平， 李佳宁
【关 键 词 】：
数智化时代； 知识特征； 知识转型； 马克思主义认识论； 教学策略·······
【栏 目】：
理论探讨
【中文摘要】：
探赜数智化时代知识特征及其转型问题是未来教学的起点和关键。人工智能介入知识生产境况下，间际—开放性、智能—不确定性、动态—生态性、软化—碎片性和泛在—个性化成为知识新特征。基于马克思主义认识论的知识立场构建的知识转型模型显示：知识是主体借助中介作用于客体的认识结果；智能机器参与认识活动，引发认识主体从人类转向人机协同；认识客体从客观实在延至智能世界，多元空间共拓客体范围；认识中介智能化延伸拓宽认识途径，多元方式共促知识增长；知识本质变化引发知识表征、知识形态、知识结构和知识组织同频共变。面对智能时代的知识转型，其教学应对应着重打造思维型深度学习课堂，建构数智融合教学空间，探索人机协同教学模式并推进循证诊改的智能教学评价。
【英文摘要】：
Exploring the characteristics of knowledge and its transformation in the age of digital intelligence is the starting point and key to future teaching. Under the situation of artificial intelligence involved in knowledge production, the interval-openness, intelligence-uncertainty, dynamic-ecology, softening-fragmentation and ubiquity-personalization have become the new characteristics of knowledge. A model of knowledge transformation constructed on the basis of the knowledge standpoint of Marxist epistemology shows that: knowledge is the cognitive result that the subject acts on the object through the intermediary; the participation of intelligent machines in cognitive activities leads to the change of cognitive subject from human to human-computer collaboration; the cognitive object extends from the objective reality to the intelligent world, and the multi-space extends the scope of the object together; the intelligent extension of cognitive intermediary broadens the ways of cognition, and multiple ways promote the growth of knowledge; the change of knowledge essence leads to the same frequency and co-change of knowledge representation, knowledge form, knowledge structure and knowledge organization. In the face of knowledge transformation in the intelligent era, teaching should correspond to focus on creating a classroom for the thinking-type deep learning, constructing a digital-intelligent fusion teaching space, exploring human-computer collaborative teaching mode and promoting the intelligent evaluation of evidence-based diagnosis and reform.