【作 者】：
张进宝， 李凯一
【关 键 词 】：
人工智能教育； 误区； 认知逻辑
【栏 目】：
理论探讨
【中文摘要】：
人工智能教育研究已成为教育技术界研究的热点，但中国现有研究成果中存在一些认识上的误区。文章采用现象学方法对近些年的文献进行评论，针对人工智能教育应用对教师角色的影响，对教育目标与教育方法的改变，以及对教育公平与教育质量提升等方面的盲目认识进行了分析；揭示了蕴藏其中的认知逻辑与教育理念，包括对学习复杂性的低估、对教师角色的认知错位和对教改目标的自负；提出了基于历史与社会的、基于现象学的和基于循证的三个研究视角的建议。
【英文摘要】：
The research on artificial intelligence in education is becoming a hotspot of research in the education technology community, but there are some misconceptions in the existing research results in China. Using a phenomenological approach to review the literature in recent years, this paper analyzes the misunderstanding of the impact of artificial intelligence in education on the role of teachers, the changes in educational goals and educational methods, and the improvement of educational equity and education quality. This paper reveals the embedded cognitive logic and educational philosophy, including the underestimation of the complexity of learning, the misplacement of the role of teachers, and the conceit of the goals of teaching reform. Finally, three research perspectives based on history and society, phenomenology, and evidence are proposed.
【下 载】：
中国人工智能教育研究现状的反思