【作 者】：
张 敬 威
【关 键 词 】：
ChatGPT； 他异关系； 凝视； 过程性； 主体性
【栏 目】：
理论探讨
【中文摘要】：
ChatGPT作为一种人工智能技术驱动的自然语言处理工具对包括教育在内的多个领域造成了巨大冲击，并引起了人们对其应用伦理的热烈讨论。ChatGPT是一种他异关系技术的新形态，同时具备了诠释学技术与背景技术的多重功能，相较于一般性技术其具有更强的他者性，并以居间作用不断转化人们经验的格式塔结构。ChatGPT在应用中产生了一种工具性的主客互换，并且限定了使用主体可认知的范畴，进而增强了技术对主体的“凝视”，影响着人发展的实然走向。在教育应用中，技术“跨越过程性”的效率指向与教育“聚焦过程性”的育人指向矛盾的调和是评判教育技术适用性的标准，对ChatGPT不加限制的应用可能剥夺学生的认知过程。为应对这一挑战，ChatGPT的教育应用伦理需以技术意向性与教育目的性的统一为前提，辅助教学完成对学生学习过程的聚焦与归纳思维的保护，同时应警惕作为他者的ChatGPT对学生主体性发展的冲击。
【英文摘要】：
As a natural language processing tool driven by artificial intelligence technology, ChatGPT has had a great impact on many fields, including education, and aroused a heated discussion on its application ethics. ChatGPT is a new form of otherness relation technology, which possesses both multiple functions of hermeneutic technology and background technology. Compared with the general technology, ChatGPT has stronger otherness and constantly transforms the Gestalt structure of people's experience with its intermediary role. In its application, ChatGPT produces a kind of instrumental exchange of subject and object, and limits the scope of cognizability of the subject, thus enhancing the "gaze" of technology on the subject, and affecting the actual trend of human development. In the application of education, the reconciliation of the contradiction between the efficiency of technology "transcending process" and the education of "focusing on the process" is the criterion to judge the applicability of educational technology, and the unrestricted application of ChatGPT may deprive students of their cognitive process. In order to cope with this challenge, the educational application ethics of ChatGPT should be based on the premise of the unity of technical intentionality and educational purpose, assisting teaching to complete the focus on students' learning process and the protection of inductive thinking, and at the same time, we should be alert to the impact of ChatGPT as an other on the development of students' subjectivity.
【下 载】：
ChatGPT的教育审思： 他异关系技术的 教育挑战及应用伦理限度