生成式人工智能教育应用的对话隐忧及转向OACHSSCD

The rapid advancement of generative artificial intelligence(GAI)technology has ushered in a pivotal moment for human-machine dialogue,making it a critical issue to better promote the effective application of GAI in education.However,current teacher-student interactions with GAI remain trapped within the subject-object paradox:while striving to make technology increasingly human-like,it is simultaneously treated as a tool.Although some researchers have shifted their focus to human-machine dialogue,a contradiction persists-the need to view the relationship as an object while simultaneously achieving intersubjective communication.Currently,GAI has demonstrated certain human-like traits,establishing a new form of subjectivity in linguistic and cognitive interactions.Simultaneously,it exhibits non-human characteristics distinct from humans-such as fatigue-free operation,emotionlessness,and infallible memory-freeing human-machine dialogue from the disruptions of physiological fatigue and emotional fluctuations.From a dialogic theory perspective,advancing effective dialogue should follow a threefold logic:constructing a subject-subject relationship between teachers/students and GAI,ensuring the coexistence of diverse voices in dialogue,and enhancing the bidirectional permeability of dialogue.Moving forward,it is imperative to reshape dialogue relationships by establishing novel conversational models at cognitive and linguistic levels;cultivate dialogue spaces by optimizing AI data and algorithmic mechanisms to address residual blind spots;and enhance cross-species integration by deepening the mutuality of intrinsic behaviors between human and machine participants.These efforts will propel systemic educational transformation and high-quality development.