【作 者】：
李江楠， 刘旭东
【关 键 词 】：
智能时代； 主体性； 教师主体性； 教育之弱； 比斯塔
【栏 目】：
学科建设与教师发展
【中文摘要】：
智能时代如何彰显教师主体性以实现人与技术的交互“自在”是教育理论面临的一大课题。研究基于比斯塔“教育之弱”的独特视角，综合使用理论分析与逻辑思辨的方法，对智能时代的教师主体性加以审视。研究发现，由于“教育之弱”的在场，具有主体地位的自主性、主体意识的自觉性、主体行为的能动性和主体生命的创造性的智能时代教师主体性呈现出“成人”“成己”“成物”三位一体的应然样态。然而，受教育“学习化”“循证化”“问责化”等“教育之强”的影响，智能技术在助力教师发展的同时，使得教师陷入地位的旁落和存在的虚无、交往的阻滞和情感的淡漠以及实践的异化和自由的消解等主体性困境。基于此，研究提出要回归“教育之弱”的立场，通过在“互动建构”的教育关系中确立教师的存在地位、在“共在共存”的教育空间中唤起教师的伦理责任、在“复杂异质”的教育情境中生发教师的教育智慧来彰显教师的主体性。
【英文摘要】：
In the era of intelligence, how to highlight teacher's subjectivity to achieve the "natural" interaction between humans and technology is a major issue facing educational theory. Based on Biesta's unique perspective of "the weakness of education", the study employs a combination of theoretical analysis and logical reasoning to examine teachers' subjectivity in the era of intelligence. The study finds that due to the presence of "the weakness of education", teacher's subjectivity in the intelligent era, which includes the autonomy of subject status, the consciousness of subject awareness, the initiative of subject behavior, and the creativity of subject life, presents an ideal state of the trinity of "becoming a social person" "becoming one's true self" and "mastering things". However, influenced by "the strength of education" such as the "learning-oriented," "evidence-based" and "accountability-oriented" tendencies in education, intelligent technology, while facilitating teacher development, has simultaneously plunged teachers into dilemmas of subjectivity, such as the marginalization of their status and the emptiness of their existence, the obstruction of their interactions and the indifference of their emotions, as well as the alienation of their practice and the dissipation of their freedom. Based on this, the study proposes a return to the stance of "the weakness of education" and highlights teachers' subjectivity by establishing the teacher's position within the "interactive construction" of educational relationships, awakening the teacher's ethical responsibility within the "co-presence and co-existence" of educational spaces, and cultivating the teacher's pedagogical wisdom within the "complex and heterogeneous" educational contexts.