教育理论与实践

人机协同教育已成为教育变革的新范式，但目前存在人机关系认知二元倾向、技术应然阐释与教育实践应用脱节的话语分歧，原因在于缺乏从智能机器的本体视角出发，对其作为协同教育者进行系统审视。基于斯蒂格勒“代具”理论，智能机器的本质趋向于类生命主体，人与智能机器的关系趋向于双向互构，智能机器的教育角色趋向于协同教育者。然而，智能机器在成为协同教育者的同时，也因其技术本质和运行逻辑，潜藏着内嵌“黑箱”基因、引发主体性异化、先天教育性不足等风险。智能机器作为协同教育者，应推进智能向善到人机共善的转型、推动教师与学生的主体性重构以及塑造智能机器的教育性物化，构建良性可持续的人机协同教育生态。

Human-machine collaborative education has become a new paradigm in educational reform.However,there currently exists a discursive divergence characterized by a dualistic tendency in the perception of the human-machine relationship and a disconnection between the interpretation of what technology should be and its practical application in education. The underlying reason lies in the lack of a systematic examination of intelligent machines as collaborative educators from the ontological perspective of the machines themselves. According to Stiegler's theory of prosthesis,intelligent machines tend to be life-like subjects in essence,the relationship between humans and intelligent machines moves towards mutual co-construction,and intelligent machines play the roles of collaborative educators. However,while acting as collaborative educators,the technological essence and operating logic of intelligent machines also give rise to potential risks,including embedded “black box” attributes,induced subjectivity alienation,and innate educational deficiency. Intelligent machines,as collaborative educators,should promote the transformation from “AI for good” to “the harmony between humans and machines”,advance the reconstruction of teachers' and students' subjectivity,shape the educational materialization of intelligent machines,and build a benign and sustainable ecosystem for human-machine collaborative education.