【摘要】 在弗莱雷看来，对话理应成为教学的方式、知识再生产和再创造的过程、培养批判意识的载体。人工智能可以为教师专业发展赋能，但是，也极有可能抹杀教师的主体性和能动性。人工智能时代，教师很有可能会面临被动学习人工智能技术的困境，教师教育很有可能面临新知识生产与创造阻滞的困境，人工智能技术催生的教学文化变革也很有可能削弱教师的批判意识。要想让教师从这些困境中被解放，需要在弗莱雷对话教育思想的基础上推动构建“对话式”教师教育。人工智能时代“对话式”教师教育的逻辑起点是推动教师教育者、教师、人工智能研发者、人工智能和学生五个主体间的“循环式”对话，其对话过程包括了四个阶段。“对话式”教师教育的本质属性是整合人工智能技术的学科教学知识(AI-TPACK)生成的过程。培养教师对人工智能技术的批判意识是人工智能时代“对话式”教师教育的重要目标，其可以让教师使用人工智能的教学行为变得更加人性化。更多还原

【Abstract】 Freire asserted that dialogue should be the way of teaching, a process of knowledge reconstruction, and the channel for cultivating critical consciousness. Artificial Intelligence technology can empower teachers’ professional development. However, it can also discourage teachers. In the Artificial Intelligence era, teacher may passively learn Artificial Intelligence technology skills, teacher education may not be able to produce and create new knowledge, and the expected change in teaching culture brought about by Artificial Intelligence technology may weaken teachers’ critical awareness. To free teachers from these predicaments, it is necessary to promote the construction of “dialogical teacher education” on the basis of Freire’s thoughts on dialogue teaching. The logical starting point of “dialogue teacher education” in this age is to promote a “circular” dialogue among five sectors: teacher educators, teachers, Artificial Intelligence technology developers, Artificial Intelligence technology and students. This dialogue includes four stages. The essential attribute of “dialogue teacher education” is the generation process of pedagogical content knowledge(AI-TAPCK). Cultivating teachers’ critical awareness of Artificial Intelligence technology is an important goal of “dialogue teacher education”. It can make teachers’ use of Artificial Intelligence technology more human-centered.更多还原