“人机协同”：人工智能时代语文教师身份重构的逻辑与路径

“Human-Machine Collaboration”: The Logic and Pathways of Chinese Language Teachers’ Identity Reconstruction in the Age of Artificial Intelligence

摘要: 生成式人工智能深度介入语文教学，在拓展资源、提升效率的同时，也使语文教师在认知、能力层面遭遇身份困境。本文在此基础上，单独审视人工智能可能引发的伦理风险、认知惰化和文化偏见。以语文情境教学和群文阅读读写融通为实践落点，界定“人机协同”的核心内涵，提出人工智能时代语文教师需完成从“技术使用”到“人机协同”的身份重构，即语文教师作为人机协同调节者、语文学习活动设计师、言语思维训练师、人文价值与生命体验守护者的四维身份定位。结合《孔乙己》智能体对话、《琵琶行》人工智能音乐生成等课堂实践，从认知重塑、能力重构、生态重筑三个维度探索语文教师身份转型的逻辑和路径，面向教育管理者、教研员和一线教师提出具体行动指南，旨在让技术回归工具本位、教师回归育人本位，实现技术理性与人文价值的有机统一。

Abstract: The deep integration of generative artificial intelligence into Chinese language teaching has expanded instructional resources and enhanced efficiency, yet it has simultaneously confronted Chinese language teachers with an identity predicament at the cognitive and componential levels. On this basis, this article separately examines the ethical risks, cognitive laziness, and cultural biases that AI may cause. Taking situated teaching and the reading-writing integration of multi-text reading as its practical points of departure, this paper delineates the core connotation of “human-machine collaboration” and argues that Chinese language teachers in the age of artificial intelligence must accomplish an identity reconstruction from “technology use” to “human-machine collaboration”—a four-dimensional positioning as mediators of human-machine collaboration, designers of Chinese language learning activities, trainers of verbal thinking, and guardians of humanistic values and lived experience. Drawing on classroom practices such as dialogue with an artificial intelligence agent on Lu Xun’s Kong Yiji and artificial-intelligence-based music generation for Bai Juyi’s The Song of the Pipa, the paper explores the logic and pathways of Chinese language teachers’ identity transformation across three dimensions: cognitive reshaping, competence reconstruction, and ecosystem rebuilding. It proposes specific action guidelines for education administrators, teaching researchers, and frontline teachers. It ultimately seeks to restore technology to its instrumental role and teachers to their educative vocation, thereby achieving an organic unity of technological rationality and humanistic values.