[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$fnql-hyUYdNPHWzfnYVi0IBITme9w5SesOrMA0XK8ylk":3},{"code":4,"msg":5,"data":6},200,"操作成功",{"id":7,"title":8,"content":9,"digest":10,"source":10,"coverPath":11,"thumbsCoverPath":12,"isTop":13,"isShow":14,"baseClick":13,"clickCount":15,"createTime":16,"typeId":17,"isNewest":18,"newsInfoTypeRespVo":19,"voiceUrl":22,"voiceSize":23,"taskId":24,"releaseTime":25,"titleEn":26,"contentEn":27,"voiceUrlEn":28,"taskIdEn":29,"voiceSizeEn":30},1371,"《AI时代教师主体性的促进与保护》立场文件发布","\u003Cimg alt=\"undefined\" src=\"https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F09\u002F5d8a0f49a6b143d3a3ccd14d969b124b\u002F640.webp\" width=\"604\" height=\"undefined\" style=\"display: block; margin: auto;\">\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\">2025年9月4日，“教育2030国际教师工作组”（International Task Force on Teachers for Education 2030，简写为Teacher Task Force，TTF）*发布《AI时代教师主体性的促进与保护》(Promoting and protecting teacher agency in the age of artificial intelligence)立场文件（Position paper），阐述了“教师工作组（TTF）”在教育AI方面的初步立场，旨在促进更深入的政策对话、合作以及共同构建指导原则，以承认教师在公平和可持续教育未来中的核心作用。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件强调，只有在健全政策、伦理准则和专业培训的引导下，AI才能真正成为教师的得力助手。教师必须始终处于教育变革的核心位置。当教师掌握主导权时，AI能有效减轻行政负担、提供多语言教学资源、促进包容性教育，并实现个性化学习设计。文件呼吁推行以人为本的教学法，通过尊重教师话语权来维护教育多样性，尤其强调必须加强教师能力建设，使其能够以批判性思维自信地运用AI塑造未来教育图景。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">具体而言，该立场文件从AI对教师的影响、教师如何使用AI、AI对教师的益处、AI对教师的风险等方面进行了阐述，各部分主要观点概述如下。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">一、AI对教师的影响\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件指出，AI对教师的影响可分为三类：使用AI教学（teaching with AI）、教授AI知识（teaching about AI），以及为AI无处不在的世界调整教学（adapting teaching for a world where AI is ubiquitous）。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">使用AI教学是指利用AI增强教学实践，包括支持行政任务的工具、智能辅导系统、学生进度仪表盘、反馈共创工具和评分辅助工具等。然而，现有证据仍不足，需加强影响评估的严谨性。教师需实践以学生发展、人际连接、社会情感技能、终身学习能力和高阶思维为核心的教学法，在提供最新知识与强化基础概念之间取得平衡，使学生能利用AI作为信息资源深化理解与建构新知。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件特别强调，AI虽能增强教学效果，但其价值发挥根本上依赖教师，因此教师不可能被AI取代。教师的专业判断、适应能力和伦理意识不仅关乎AI产出的引导与情境化，更是教育质量与公平的保障。AI应被视为教师的增强工具而非替代品，其教学实践效果始终取决于教育工作者的专业智慧。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件指出，AI本质上缺失人类的“心智理论”——那种人际互动中自然形成的微妙认知模型。教师通过言传身教培养的共情能力、社会认知与人际交往等核心素养，无法通过人机交互完整复现。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">教学的情感维度——师生间建立的情感联结与真实人际关系——不仅关乎学习动机，更是学习者社会化与全面发展的基石。教师独有的激励、关怀与引导能力，能敏锐响应学生的情感状态与发展需求。这种人本特质深刻塑造学习者的自我认知、抗逆力与情商，培养其成为具社会责任感的共情者。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">AI技术天然缺乏真实情感智能与基于信任的深层联结。过度依赖AI教学可能剥夺学习者关键的社会情感互动与师生关系，导致教育实践中出现知识传递优先于变革性和有意义学习体验的倾向。即便在知识传授层面，仍需具备媒介素养的教师来甄别信息真伪、平衡观点呈现。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">此外，AI工具虽具可及性优势，但无法复制教师的关怀行为与情境化教学能力。在解决冲突伦理困境、激发创造力、保障学生身心健康等维度，AI难以替代教师的专业判断。这些促进人的全面发展的能力，本质上无法被分解为可算法化的离散要素。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">研究还发现，学生对AI反馈持显著保留态度，更倾向寻求教师个性化回应。例如，在一项457名高校学生参与的实验中，当得知反馈来自AI时，其对反馈质量的评价显著降低，折射出信任机制的根本差异。这印证了某些教育干预不仅需要准确性，更依赖唯有教师能提供的共情理解与教学直觉。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">AI应用的心理社会影响也需审慎考量。一项关于大学生与AI聊天机器人互动的研究揭示，这类工具虽能缓解短期孤独感，但过度使用可能削弱社会联结，反而加剧孤独体验。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">二、教师如何使用AI\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件指出，全球教育系统面临教师与资源危机，尤其是在中低收入国家。AI提供了应对这些短缺的机会，如补充超负荷的教师工作、为资源匮乏地区提供教学支持、通过翻译和内容生成提供本地语言的高质量教学资源，以及通过数据分析帮助教育部门监测出勤、识别学习差距和支援高风险学校。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">从调查与相关研究来看，目前尽管存在对AI过度依赖、学术不端、取代面授教学及加剧数字鸿沟等担忧，但整体上教师认为AI的收益大于风险。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">不过，许多教师仍将AI用作自动化常规任务的功能辅助工具，而非教学变革力量，需更深入参与AI素养、技能与伦理思考，以实现负责任的教育整合。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">三、AI对教师的益处\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件指出，当AI被科学整合时，可为教师提供多种改善教学的机会，包括在规划阶段帮助识别学生需求，在实施阶段提供即时反馈给学生或教师，在评估阶段支持建模学生掌握程度、生成题目、辅助作文评分和反馈生成等。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">然而，AI的效益高度依赖系统层面因素和教师培训，若缺乏支持，其效果会大打折扣。因为人机协作环境中的教师能动性并非孤立存在于教师个体或AI工具中，而是分布于复杂的人机协作网络之中。保护教师能动性并非意味着将教师决策与AI隔离，而是需要在系统层面统筹协调人类能动性与AI的交互关系。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">此外，并非所有引入校园的AI工具都基于学习科学理论或具备可靠的教育成效证据。教育系统应当建立全面的AI工具监督机制，确保这些工具能够有效连接学习科学研究与课堂实践，助力教师将循证教学策略融入教学设计。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">再者，即便AI工具具备扎实的理论基础和实证支持，其实际应用效果仍受多重因素影响，包括政策环境、机构治理机制、教学文化、技术基础设施以及教师支持体系等。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件强调，必须认识到，AI不能解决教育系统中因资金短缺、教师支持不足及专业价值被忽视等导致的深层次结构性问题。虽然AI的迅猛发展能暴露教育系统弊端，但若仅依赖技术方案而不解决根本问题，反而可能掩盖系统性不公，加剧既有矛盾，最终危及教育体系的可持续发展。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">四、AI对教师的风险\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件指出，AI可能带来教师专业技能流失的风险，尤其是评估学生进展和因材施教等核心能力。过度依赖AI执行评分、反馈生成和备课等任务，可能导致教师去专业化，损害师生关系，并引发教师绩效监控的伦理问题。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">生成式AI的整合也可能影响教师的高阶思维技能，如批判性与反思性实践。研究表明，不当使用自动化工具可能削弱认知功能，教师对AI的依赖程度受其自信水平影响：对自身教学能力信心高的教师更可能批判性使用AI，而过度信任AI者则可能减少反思与创新。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">此外，若以AI替代教师，可能带来教育的非人性化，削弱情感连接、社会理解和体验式学习。AI还有可能标准化教育，牺牲多样性、创造力和文化特异性，推广“一刀切“模式，边缘化本地和原住民知识系统。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">最后，AI可能加剧数字鸿沟，资源丰富地区可用AI增强教学，而资源匮乏地区可能仅为节省成本而自动化劣质教学，进一步扩大教育不平等。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">五、AI在教育中应用思路与建议\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件最后倡导构建教师-AI互补生态的应用思路，并提出了7条建议。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">1.构建教师-AI互补生态\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件指出，教育领域AI的设计与应用应聚焦于增强而非替代教师能力。通过互补方式整合AI系统与教师的优势，既能最大化AI效益，又能规避其局限性。AI可强化教师在认知维度的专业能力（包括特定情境下的技能），而批判性思维、共情力、伦理判断和人际互动等人类独有特质仍由教师主导。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">例如，AI可作为教师的外部记忆和解决问题的资源。这种认知卸载虽能释放高阶思维空间，但也导致认知表现与技术深度绑定，存在被开发者操控的风险。因此，教师需具备元认知能力来决策哪些功能可委托AI（如记忆事实、信息筛选），哪些必须自主掌控（如关系决策、价值判断）。保持这种动态平衡，方能实现长期可持续的教育生态。本质上，有效整合需在明确的教育场景中审慎评估人类与AI各自的优势边界。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">深化教师-AI互补认知需厘清两个核心问题：哪些教学环节可被AI增强？如何实现这种增强？（参见欧盟新近教师-AI互补研究项目）现有框架提出AI增强教师能力的四大维度：\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">目标增强：AI辅助教师设定、监测与评估教学目标，优化教育战略规划效能；\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">感知增强：通过传感器数据分析与实时洞察，提升教师解读学生学习过程的能力；\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">行动增强：拓展教师行动范围与规模效应，使大班个性化指导成为可能；\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">决策增强：AI提供教学建议辅助决策，既丰富教学推理又保障教师专业自主权。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件指出，这种多维视角超越了\"AI取代教师\"的争论，既彰显AI增强教师能力的潜力，又守护教师独特的人类特质。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">UNESCO最新研究进一步阐明了这种互补关系：当AI应用体现更高程度的教师自主权与互补性时，教师、学生和家长的接受度显著高于那些通过硬性规定或被动交互限制教师自主权的系统。这再次证明，AI技术设计必须优先保障教师的专业自主权和决策能力，才能建立信任、获得认可并实现可持续应用。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">因此，教师-AI互补性不仅关乎教育有效性、教师权益保护和伦理正当性，更直接影响AI教育应用的现实推广。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">2.AI在教育中的应用建议\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">该文件指出，当前，AI的加速发展既带来变革机遇，也赋予全球教育系统重大责任。关于教育领域AI应用的讨论必须超越两极分化的乌托邦承诺与反乌托邦恐惧。通过循证决策既认识AI在提升教学效率、改善学习效果、减轻行政负担方面的潜力，也正视其可能加剧偏见、削弱教师专业性、窄化教学法、扩大数字鸿沟的风险。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">文件围绕AI的伦理与公平使用，以及以教师需求、能力与自主权为核心为政策制定者、教育领导者、教师组织等提出7条建议：\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">第一，重申教师不可替代的教育角色。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">各国政府及教育机构应明确承诺教师在教育中的核心地位。官方教育框架与AI治理政策须申明：AI系统必须辅助而非替代教师的核心职责，特别是在情感支持、道德引导、文化传承、创新教学和人际互动等关键领域。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">第二，维护与发展教师专业能力。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">为防范教师职业去专业化风险，政策应推动\"教师-AI互补\"的AI应用模式。一是建立全面的教师AI能力框架，其相关培训需涵盖技术操作、基础AI素养、伦理考量、人本理念及AI增强型教学法。国际框架应本土化适配不同国家\u002F地区教师的能力基础，并将AI技能纳入职前培养与持续发展体系。二是构建教师专业协作网络，通过政策支持建立教师主导的实践社区，促进最佳实践分享、AI方案共创与挑战应对，强化教师专业自主权与创新能力。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">第三，评估AI影响，推进以人为本的教学法。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">政策应要求严格评估AI对教学质量、教师工作负荷、福祉及学习成果的实际影响。禁止AI自动化低效教学行为，鼓励能培养批判性思维、创造力与反思能力的人本教学创新。建立全球多元视角的研究体系，开展大规模长期追踪与系统化元分析，确保校内AI工具接受持续监测。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">第四，保护教育多样性，防止AI使教育标准化。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">强制要求AI工具具备文化响应性与教学适配性，支持特殊教育需求、多元教学传统及本土知识体系，防止AI驱动的标准化和霸权使教育体验同质化以及本土知识和文化边缘化。通过社会对话机制吸纳教师意见，建立参与式治理框架，保障教师在AI整合中的话语权。鼓励开展区域性AI教育试点，根据教学目标和情境差异探索定制化应用方案。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">第五，构建透明可持续的AI治理体系。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">制定教育AI伦理标准，强制公开算法决策逻辑及其教育影响。建立环境影响评估机制，审慎权衡AI教育应用与资源消耗的合理性。实施多维度偏见监测（性别、族裔、社会经济地位等），设立独立评估机构并保障利益相关方参与整改。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">第六，保障公平访问，防止AI加剧教育不平等。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">为避免扩大现有差距，政策需通过投资数字基础设施、定制化数字素养培训及全球资源均衡分配（特别是低收入国家）来弥合数字鸿沟。应借鉴既往技术应用教训与成功经验，优先推广能切实提升全球教育质量的AI实施方案。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">第七，加强国际合作与知识共享。\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">为有效发挥AI教育价值并消除数字鸿沟，需通过\"教育2030\"SDG4高级别指导委员会、教育2030国际教师工作组、全球教育联盟及宽带委员会等现有平台，促进知识交流、同行学习与能力建设。UNESCO\"数字学习周\"等专项论坛可进一步强化多边对话与合作机制。\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan class=\"ql-lineHeight-1-75\">注释：\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan class=\"ql-lineHeight-1-75\">*“教育2030国际教师工作组（International Task Force on Teachers for Education 2030）”为2008年成立的一个独立全球联盟，该组织专注于教师及相关议题，致力于提升国际社会对可持续发展目标4中具体目标4.c所涉问题的认知，拓展相关知识并为各国提供支持。其成员涵盖国家政府、政府间组织、非政府组织、国际发展机构、民间社会组织、私营部门机构以及联合国机构。秘书处设在UNESCO巴黎总部。截至2024年12月，该联盟有190个成员，其中包括2个准成员，这些成员通过协同合作，在教师和教学问题上实现国家、区域和全球层面的联动效应。详见官网：https:\u002F\u002Fteachertaskforce.org\u002F\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(187, 187, 187);\">【新闻来源】本文为教育部国别和区域研究基地中国教育科学研究院国际教育研究中心成果 国际与比较教育研究所 \u003C\u002Fspan>\u003Ca href=\"https:\u002F\u002Fmp.weixin.qq.com\u002Fs\u002F814xlWIHpBV4-3RNfjjKQw\" rel=\"noopener noreferrer\" target=\"_blank\" style=\"color: rgb(187, 187, 187);\">https:\u002F\u002Fmp.weixin.qq.com\u002Fs\u002F814xlWIHpBV4-3RNfjjKQw\u003C\u002Fa>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(187, 187, 187);\">（本网转发此文章，旨在为读者提供更多的信息资讯，所涉内容不构成投资、消费建议。文章事实如有疑问，请与有关方核实，文章观点非本网观点，仅供读者参考。）\u003C\u002Fspan>\u003C\u002Fp>","","https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F09\u002Fe8cf728a8b6e4056931c06f8cfb9b50a\u002F教育生态.jpg","https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F09\u002Fthumbs\u002Fe8cf728a8b6e4056931c06f8cfb9b50a\u002F教育生态.jpg",0,1,62,"2025-09-17 19:03",2,false,{"id":17,"name":20,"enName":21},"芯位视野","Xinwei Vision","https:\u002F\u002Fxinwei-dev-test.oss-cn-shenzhen.aliyuncs.com\u002Fintelligent\u002Faudio%3Ae35b6564-c1ca-4afc-803d-213f79624a02%3A0.wav?Expires=1758111565&OSSAccessKeyId=LTAI5tNvY2RkKjZw4LLWsrPK&Signature=WeDCfbWHEJ1ORfAn0BFvLWjjfes%3D",27806944,"e35b6564-c1ca-4afc-803d-213f79624a02","2025-09-17 18:49","Position Paper on Promoting and Protecting Teacher Agency in the Age of Artificial Intelligence","\u003Cimg alt=\"undefined\" src=\"https:\u002F\u002Fimage.51xinwei.com\u002F2025\u002F09\u002F5d8a0f49a6b143d3a3ccd14d969b124b\u002F640.webp\" width=\"604\" height=\"undefined\" style=\"display: block; margin: auto;\">\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\">On September 4, 2025, the International Task Force on Teachers for Education 2030 (International Task Force on Teachers for Education 2030, abbreviated as Teacher Task Force, TTF)* released the Position Paper on Promoting and Protecting Teacher Agency in the Age of Artificial Intelligence (Promoting and protecting teacher agency in the age of artificial intelligence), which outlined the initial position of the \"Teacher Task Force (TTF)\" on educational AI, aiming to promote more in-depth policy dialogue, cooperation, and the joint development of guiding principles to recognize the core role of teachers in a fair and sustainable education future.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document emphasizes that AI can truly become a powerful assistant to teachers only under the guidance of sound policies, ethical guidelines, and professional training. Teachers must always be at the center of educational change. When teachers have control, AI can effectively reduce administrative burdens, provide multilingual teaching resources, promote inclusive education, and achieve personalized learning design. The document calls for human-centered teaching methods, maintaining educational diversity by respecting teachers' voices, especially emphasizing the need to strengthen teacher capacity building so that they can confidently use AI with critical thinking to shape the future of education.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Specifically, this position paper discusses the impact of AI on teachers, how teachers use AI, the benefits of AI for teachers, and the risks of AI for teachers. The main points of each section are summarized below.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">I. The Impact of AI on Teachers\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document states that the impact of AI on teachers can be divided into three categories: teaching with AI, teaching about AI, and adapting teaching for a world where AI is ubiquitous.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Teaching with AI refers to using AI to enhance teaching practices, including tools that support administrative tasks, intelligent tutoring systems, student progress dashboards, co-creation feedback tools, and grading assistance tools. However, existing evidence is still insufficient, and there is a need to strengthen the rigor of impact assessments. Teachers must practice teaching methods centered around student development, interpersonal connections, social-emotional skills, lifelong learning capabilities, and higher-order thinking, balancing the provision of up-to-date knowledge with reinforcing foundational concepts, allowing students to use AI as an information resource to deepen understanding and construct new knowledge.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document particularly emphasizes that while AI can enhance teaching effectiveness, its value ultimately depends on teachers, so teachers cannot be replaced by AI. Teachers' professional judgment, adaptability, and ethical awareness not only relate to the guidance and contextualization of AI outputs but also ensure the quality and equity of education. AI should be seen as an enhancement tool for teachers rather than a replacement, and the effectiveness of teaching practices with AI always depends on the professional wisdom of educators.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document points out that AI fundamentally lacks the \"theory of mind\" of humans—the subtle cognitive model naturally formed through interpersonal interactions. The core competencies such as empathy, social cognition, and interpersonal communication cultivated by teachers through their words and actions cannot be fully replicated through human-computer interaction.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The emotional dimension of teaching—emotional connections and genuine interpersonal relationships between teachers and students—is not only related to learning motivation but also the cornerstone of learners' socialization and overall development. The unique motivational, caring, and guiding abilities of teachers can sensitively respond to students' emotional states and developmental needs. This humanistic characteristic profoundly shapes learners' self-concept, resilience, and emotional intelligence, cultivating them into socially responsible empathetic individuals.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">AI technology inherently lacks real emotional intelligence and deep connections based on trust. Over-reliance on AI teaching may deprive learners of key socio-emotional interactions and teacher-student relationships, leading to a tendency in educational practices where knowledge transmission takes precedence over transformative and meaningful learning experiences. Even in terms of knowledge transmission, teachers with media literacy are needed to discern the authenticity of information and balance the presentation of perspectives.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">In addition, although AI tools have advantages in accessibility, they cannot replicate teachers' caring behaviors and contextual teaching capabilities. In dimensions such as resolving ethical dilemmas, stimulating creativity, and ensuring students' physical and mental health, AI struggles to replace teachers' professional judgment. These abilities that promote the comprehensive development of people cannot be decomposed into algorithmic discrete elements.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Research also found that students hold significant reservations about AI feedback and prefer seeking personalized responses from teachers. For example, in an experiment involving 457 university students, when informed that the feedback came from AI, their evaluation of the feedback quality significantly decreased, reflecting fundamental differences in trust mechanisms. This confirmed that some educational interventions not only require accuracy but also rely on the empathy understanding and teaching intuition that only teachers can provide.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The psychosocial impact of AI applications also requires careful consideration. A study on college students' interactions with AI chatbots revealed that these tools can alleviate short-term loneliness, but excessive use may weaken social connections, thus increasing feelings of loneliness.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">II. How Teachers Use AI\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document states that global education systems face teacher and resource crises, especially in middle- and low-income countries. AI provides opportunities to address these shortages, such as supplementing overloaded teacher work, providing teaching support to resource-poor areas, offering high-quality teaching resources in local languages through translation and content generation, and helping education departments monitor attendance, identify learning gaps, and support high-risk schools through data analysis.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">From surveys and related research, despite concerns about over-reliance on AI, academic misconduct, replacing face-to-face teaching, and exacerbating the digital divide, the overall view of teachers is that the benefits of AI outweigh the risks.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">However, many teachers still use AI as a functional assistant tool for automated routine tasks, rather than a force for teaching transformation, and need to engage more deeply in AI literacy, skills, and ethical considerations to achieve responsible educational integration.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">III. Benefits of AI for Teachers\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document states that when AI is scientifically integrated, it can offer teachers various opportunities to improve teaching, including identifying student needs during the planning phase, providing immediate feedback to students or teachers during implementation, and supporting modeling of student mastery levels, generating questions, assisting in essay scoring, and generating feedback during the assessment phase.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">However, the benefits of AI highly depend on system-level factors and teacher training. If there is no support, the effects will be greatly reduced. Because the agency of teachers in human-machine collaboration environments does not exist in isolation within the teacher individual or AI tools, but is distributed across complex human-machine collaboration networks. Protecting teacher agency does not mean isolating teacher decisions from AI, but rather coordinating the relationship between human agency and AI at the system level.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Additionally, not all AI tools introduced into schools are based on learning science theories or have reliable evidence of educational effectiveness. Educational systems should establish a comprehensive AI tool supervision mechanism to ensure that these tools can effectively connect learning science research with classroom practice, helping teachers integrate evidence-based teaching strategies into instructional design.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Furthermore, even if AI tools have solid theoretical foundations and empirical support, their actual application effects are still influenced by multiple factors, including the policy environment, institutional governance mechanisms, teaching culture, technical infrastructure, and teacher support systems.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document emphasizes that it must be recognized that AI cannot solve deep structural problems in the education system caused by funding shortages, insufficient teacher support, and overlooked professional values. Although the rapid development of AI can expose flaws in the education system, relying solely on technological solutions without addressing fundamental issues may instead mask systemic injustices, exacerbate existing contradictions, and ultimately threaten the sustainability of the education system.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">IV. Risks of AI for Teachers\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document points out that AI may pose the risk of loss of teachers' professional skills, especially core abilities such as assessing student progress and teaching according to individual needs. Over-reliance on AI to perform tasks such as grading, feedback generation, and lesson preparation may lead to deprofessionalization of teachers, harm teacher-student relationships, and raise ethical issues regarding teacher performance monitoring.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The integration of generative AI may also affect teachers' higher-order thinking skills, such as critical and reflective practices. Studies show that improper use of automated tools may impair cognitive functions. The degree to which teachers rely on AI is influenced by their confidence levels: teachers who have confidence in their teaching abilities are more likely to critically use AI, while those who overly trust AI may reduce reflection and innovation.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">In addition, if AI replaces teachers, it may lead to the dehumanization of education, weakening emotional connections, social understanding, and experiential learning. AI may also standardize education, sacrificing diversity, creativity, and cultural specificity, promoting a \"one-size-fits-all\" model, marginalizing local and indigenous knowledge systems.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Finally, AI may exacerbate the digital divide, with resource-rich areas using AI to enhance teaching, while resource-poor areas may only automate substandard teaching to save costs, further widening educational inequality.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px; color: rgb(255, 153, 0);\" class=\"ql-lineHeight-1-75\">V. Ideas and Recommendations for AI Application in Education\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document finally advocates for an application approach of a teacher-AI complementary ecosystem and proposes seven recommendations.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">1. Building a Teacher-AI Complementary Ecosystem\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document points out that the design and application of AI in the education sector should focus on enhancing rather than replacing teachers' abilities. By integrating the strengths of AI systems and teachers through complementarity, both the benefits of AI can be maximized and its limitations avoided. AI can enhance teachers' professional capabilities in cognitive dimensions (including specific situational skills), while human-exclusive traits such as critical thinking, empathy, ethical judgment, and interpersonal interaction remain under the leadership of teachers.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">For example, AI can serve as an external memory and problem-solving resource for teachers. While this cognitive offloading can free up space for higher-order thinking, it also leads to cognitive performance being tightly bound to the depth of technology, with a risk of being manipulated by developers. Therefore, teachers need metacognitive abilities to decide which functions can be delegated to AI (such as memorizing facts, information filtering) and which must be controlled independently (such as relational decision-making, value judgments). Maintaining this dynamic balance is essential to achieving a long-term sustainable educational ecosystem. Essentially, effective integration requires a careful assessment of the respective advantages of humans and AI within clear educational contexts.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Deepening the teacher-AI complementary cognition requires clarifying two core issues: which teaching aspects can be enhanced by AI? How can this enhancement be achieved? (See the recent EU teacher-AI complementary research project.) The existing framework proposes four dimensions of AI-enhancing teacher capabilities:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Goal Enhancement: AI assists teachers in setting, monitoring, and evaluating teaching goals, optimizing the effectiveness of educational strategic planning;\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Perception Enhancement: Through sensor data analysis and real-time insights, it enhances teachers' ability to interpret students' learning processes;\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Action Enhancement: Expanding the scope and scale of teachers' actions, making large-class personalized guidance possible;\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Decision Enhancement: AI provides teaching suggestions to assist in decision-making, enriching teaching reasoning while safeguarding teachers' professional autonomy.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document points out that this multi-dimensional perspective goes beyond the debate of \"AI replacing teachers,\" demonstrating the potential of AI to enhance teacher capabilities while safeguarding the unique human characteristics of teachers.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">UNESCO's latest research further clarifies this complementary relationship: when AI applications reflect a higher degree of teacher autonomy and complementarity, the acceptance of teachers, students, and parents is significantly higher than that of systems that limit teacher autonomy through mandatory regulations or passive interactions. This again proves that AI technology design must prioritize safeguarding teachers' professional autonomy and decision-making capabilities to build trust, gain recognition, and achieve sustainable application.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Therefore, teacher-AI complementarity is not only about educational effectiveness, teacher rights protection, and ethical legitimacy, but also directly affects the practical promotion of AI in education.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">2. Recommendations for AI in Education\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document states that the accelerated development of AI brings both transformational opportunities and significant responsibilities for the global education system. Discussions about AI applications in education must go beyond the polarized utopian promises and dystopian fears. Through evidence-based decision-making, we can recognize the potential of AI in improving teaching efficiency, improving learning outcomes, and reducing administrative burdens, while also addressing the risks of AI potentially exacerbating biases, undermining teacher professionalism, narrowing teaching methods, and widening the digital divide.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">The document outlines seven recommendations for policymakers, education leaders, teacher organizations, and others concerning the ethical and equitable use of AI, as well as focusing on the needs, capabilities, and autonomy of teachers:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">First, reaffirm the irreplaceable educational role of teachers.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Governments and education institutions around the world should clearly commit to the central role of teachers in education. Official education frameworks and AI governance policies must state that AI systems must assist rather than replace the core responsibilities of teachers, especially in key areas such as emotional support, moral guidance, cultural heritage, innovative teaching, and interpersonal interaction.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Second, maintain and develop teachers' professional capabilities.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">To prevent the risk of teachers' professional de-professionalization, policies should promote the \"teacher-AI complementarity\" model of AI application. First, establish a comprehensive teacher AI capability framework, with relevant training covering technical operations, basic AI literacy, ethical considerations, humanistic concepts, and AI-enhanced teaching methods. International frameworks should be localized to suit the capability bases of teachers in different countries\u002Fregions and include AI skills in pre-service training and continuous development systems. Second, build a teacher professional collaboration network, establishing teacher-led communities of practice through policy support to promote sharing of best practices, co-creation of AI solutions, and addressing challenges, strengthening teachers' professional autonomy and innovation capabilities.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Third, assess the impact of AI and promote human-centered teaching methods.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Policies should require rigorous assessment of the actual impact of AI on teaching quality, teacher workload, well-being, and learning outcomes. Prohibit AI automation of inefficient teaching behaviors and encourage human-centered teaching innovations that cultivate critical thinking, creativity, and reflective abilities. Establish a global diverse research system, conduct large-scale long-term tracking and systematic meta-analysis, and ensure that school AI tools are continuously monitored.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Fourth, protect educational diversity and prevent AI from standardizing education.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Mandate that AI tools have cultural responsiveness and pedagogical adaptability, supporting special education needs, diverse teaching traditions, and local knowledge systems, preventing AI-driven standardization and hegemony from homogenizing educational experiences and marginalizing local knowledge and culture. Involve teachers' opinions through social dialogue mechanisms, establish participatory governance frameworks, and ensure teachers' voice in AI integration. Encourage regional AI education pilots, exploring customized application schemes based on differences in teaching objectives and contexts.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Fifth, build a transparent and sustainable AI governance system.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Develop educational AI ethical standards, mandating transparency of algorithmic decision-making logic and its educational impact. Establish an environmental impact assessment mechanism, carefully weighing the rationality of AI educational applications and resource consumption. Implement multi-dimensional bias monitoring (gender, ethnicity, socioeconomic status, etc.), establish independent assessment agencies, and ensure participation of stakeholders in remediation.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Sixth, ensure equitable access and prevent AI from exacerbating educational inequality.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">To avoid widening existing gaps, policies should bridge the digital divide through investment in digital infrastructure, tailored digital literacy training, and balanced global resource distribution (especially for low-income countries). Learn from past technological application lessons and successful experiences, prioritizing the promotion of AI implementation plans that genuinely improve global education quality.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cstrong style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">Seventh, strengthen international cooperation and knowledge sharing.\u003C\u002Fstrong>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"font-size: 18px;\" class=\"ql-lineHeight-1-75\">To effectively leverage the educational value of AI and eliminate the digital divide, it is necessary to promote knowledge exchange, peer learning, and capacity building through existing platforms such as the High-Level Steering Committee for SDG4 of Education 2030, the International Teacher Task Force for Education 2030, the Global Education Coalition, and the Broadband Commission. Special forums such as UNESCO's Digital Learning Week can further strengthen multilateral dialogue and cooperation mechanisms.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan class=\"ql-lineHeight-1-75\">Notes:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan class=\"ql-lineHeight-1-75\">*“International Task Force on Teachers for Education 2030” is an independent global alliance established in 2008, focusing on teachers and related issues, dedicated to raising awareness of issues related to Specific Target 4.c in Sustainable Development Goal 4, expanding relevant knowledge, and providing support to countries. Its members include national governments, intergovernmental organizations, non-governmental organizations, international development agencies, civil society organizations, private sector organizations, and United Nations agencies. The secretariat is located at UNESCO headquarters in Paris. As of December 2024, the alliance has 190 members, including 2 associate members, which achieve联动 effects at the national, regional, and global levels through collaborative efforts on teacher and teaching issues. See official website: https:\u002F\u002Fteachertaskforce.org\u002F\u003C\u002Fspan>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(187, 187, 187);\">[News Source] This article is a result of the China Institute of Education Sciences, Ministry of Education's country and region research base, and the International Education Research Center. International and Comparative Education Institute \u003C\u002Fspan>\u003Ca href=\"https:\u002F\u002Fmp.weixin.qq.com\u002Fs\u002F814xlWIHpBV4-3RNfjjKQw\" rel=\"noopener noreferrer\" target=\"_blank\" style=\"color: rgb(187, 187, 187);\">https:\u002F\u002Fmp.weixin.qq.com\u002Fs\u002F814xlWIHpBV4-3RNfjjKQw\u003C\u002Fa>\u003C\u002Fp>\u003Cp class=\"ql-align-justify\">\u003Cspan style=\"color: rgb(187, 187, 187);\">（This article is reprinted by this site to provide readers with more information and news. The content does not constitute investment or consumer advice. If there are any doubts about the facts of the article, please verify with the relevant parties. The views of the article do not represent the views of this site and are for reference only.）\u003C\u002Fspan>\u003C\u002Fp>","https:\u002F\u002Fxinwei-dev-test.oss-cn-shenzhen.aliyuncs.com\u002Fintelligent\u002Faudio%3Adb95cd4c-98f2-4773-b17b-2cdf76eb5eae%3A0.wav?Expires=1774838468&OSSAccessKeyId=LTAI5tNvY2RkKjZw4LLWsrPK&Signature=3Z6I4PSgzHWHcN2Ed0nvsqN%2BXbE%3D","db95cd4c-98f2-4773-b17b-2cdf76eb5eae",16930424]