人工智能时代的教师角色转变——基于教师主体性视角

Role Transformation of Teachers in the Age of Artificial Intelligence—From the Perspective of Teacher Subjectivity

摘要: 在人工智能大模型和具身智能等技术的深度融入教育生态，教师面临着挑战和机遇。基于《教师人工智能能力框架》的能力要求和进阶水平，本研究聚焦民办独立学院教师在人工智能应用中的角色转型问题。文章以教师主体性为理论根基，深入剖析了AI赋能教学过程中教师面临的技术依赖、离身异化与主体性消解等现实困境；系统梳理了教师主体性、具身认知与教育技术交叉领域的研究现状。本文提出强化教师主体性意识与具身认知的策略框架，以“道、法、术、器”为治理逻辑，构建提升路径，为民办独立学院教师的职业专业性与可持续发展提供参考。

Abstract: As AI large language models and embodied intelligence technologies become deeply integrated into the educational ecosystem, teachers are confronted with both challenges and opportunities. Drawing upon the competency requirements and progression levels outlined in the Teacher Artificial Intelligence Competency Framework. This study investigates the role transformation of faculty members in private independent colleges in the context of the increasing integration of artificial intelligence (AI) into higher education. Theoretically anchored in the notion of teacher subjectivity, the paper critically examines the multifaceted challenges that educators confront during AI-empowered instructional processes—notably technological dependency, disembodied alienation, and the gradual erosion of professional subjectivity. Through a systematic review of the extant literature situated at the nexus of teacher subjectivity, embodied cognition, and educational technology, the study identifies critical gaps in understanding how AI-mediated teaching environments reshape teachers’ professional identities. To address these concerns, this research proposes a strategic framework designed to reinforce teachers’ subjectivity consciousness and embodied cognition. Drawing on the traditional Chinese philosophical paradigm of “Dao, Fa, Shu, Qi” —corresponding respectively to philosophical vision, normative principles, methodological strategies, and instrumental tools—the study constructs a structured enhancement pathway. This framework not only offers theoretical insights into reasserting teacher agency within AI-augmented pedagogical settings but also provides practical guidance for sustaining the professional development and long-term career viability of faculty in private independent colleges.