生成式AI视域下教师角色隐喻的解构与身份重塑
Deconstruction of Teachers’ Role Metaphors and Identity Remaking from the Perspective of Generative AI
摘要: 生成式人工智能(GenAI)的快速发展正在重构知识生产方式，并对教师身份认同带来深刻挑战。既有研究多从技术应用或教学模式转型展开，较少关注教师角色认知的深层结构。基于概念隐喻理论，本文通过对教育话语中典型教师隐喻的批判性分析，探讨技术驱动情境下教师身份危机的认知根源及其重塑路径。研究发现，工业文明语境中以“蜡烛”“园丁”为代表的传统隐喻，强化了单向奉献与知识垄断的角色期待，在人机协同背景下逐渐失去解释力，并可能加剧教师的知识权威消解与主体价值迷失。在此基础上，本文提出以“学习体验设计者”“人机协同的知识策展人”“网络智慧共同体节点”为核心的新型隐喻框架，揭示教师从技术适应者向意义建构者转型的认知机制。研究认为，教师身份重塑的关键在于通过隐喻更新实现认知图式重构，从而在人工智能时代确立以高阶思维与情感支持为核心的专业价值。
Abstract: The rapid development of Generative Artificial Intelligence (GenAI) is restructuring the mode of knowledge production and posing profound challenges to teachers’ professional identity. Existing studies mostly focus on technological application or the transformation of teaching models, with few exploring the deep structure of teachers’ role cognition. Based on the Conceptual Metaphor Theory, this paper probes into the cognitive roots of teachers’ identity crisis and its reshaping paths in a technology-driven context through a critical analysis of typical teacher metaphors in educational discourse. The study finds that traditional metaphors represented by “candle” and “gardener” in the context of industrial civilization have reinforced the role expectations of one-way dedication and knowledge monopoly. These metaphors are gradually losing their explanatory power in the context of human-machine collaboration and may exacerbate the erosion of teachers’ knowledge authority and the loss of their subjective value. On this basis, this paper proposes a new metaphorical framework centered on “designer of learning experience”, “knowledge curator in human-machine collaboration” and “node of the online wisdom community”, revealing the cognitive mechanism of teachers’ transformation from technology adapters to meaning constructors. The study holds that the key to the reshaping of teachers’ professional identity lies in the reconstruction of cognitive schemas through metaphor renewal, thereby establishing the professional value centered on higher-order thinking and emotional support in the age of artificial intelligence.
文章引用：王月丽, 刘雅兰, 程紫东. 生成式AI视域下教师角色隐喻的解构与身份重塑[J]. 社会科学前沿, 2026, 15(5): 275-284. https://doi.org/10.12677/ass.2026.155399

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