【作 者】：
樊 旭， 田宝军
【关 键 词 】：
人工智能； 教师教育； 教育技术； 教育逻辑； 洞喻
【栏 目】：
学科建设与教师发展
【中文摘要】：
普通教育、教师教育、技术教育应用的逻辑建构、转化和融合是人工智能与教师教育深度融合的前提。但目前教育逻辑、教师教育逻辑与技术应用的教育逻辑三种逻辑存在自我转化未完成且相互脱节的根本问题，表现为“技术偏见”“思维惰性”“工具理性”和“虚假嵌入”。基于柏拉图的“洞喻”启示，应坚持“为人”的目的规定和“人为”的实践转化的教育逻辑和主体“转向”“上升”、职业“返回”的教师教育逻辑，并建构两层次、三阶段的技术应用于教育的逻辑。在人工智能背景下，以三种逻辑的自我转化为基础，围绕教师“为人—为师—有效教师”的递进过程进行逻辑融合。实现这种融合，要观照“向善”和“正义”的核心素养目标内涵扩展，构建一体化、差异化的对象分类框架，开发“科学世界”与“生活世界”平衡统一的内容体系，激发原始创新、推动整体再造的方法路径，以实现教师的主体回归、主体解放和主体超越。
【英文摘要】：
Logical construction, transformation, and integration of general education, teacher education and technology education applications are prerequisites for the deep integration of artificial intelligence and teacher education. However, fundamental problems of incomplete self transformation and disconnection remain in education logic, teacher education logic and education logic of technology application, which is manifested in "technological bias", "thinking inertia", "instrumental rationality" and "false embedding". Informed by Plato's "Allegory of the Cave", we should adhere to the educational logic of "being for people" in terms of purpose and "being made by people" in terms of practical transformation. We should also follow the logic of teacher education that involves the subject's "turning" and "ascending" and the professional "returning". Additionally, we need to construct a logic for technology application in education that consists of two levels and three stages. In the context of artificial intelligence, based on the self-transformation of these three logics, logical integration is carried out around the progressive process of "being a person, being a teacher, and being an effective teacher". To achieve this integration, it is necessary to expand the core literacy goals of "goodness" and "justice", construct an integrated and differentiated classification framework, develop a balanced and unified content system between the "scientific world" and the "life world", stimulate original innovation and overall reconstruction, so as to realize the return, emancipation, and transcendence of teachers' subjectivity.