【摘要】 当前,智能技术的快速发展将教师带入了角色转型的快车道,并基于多维需求而呈现出多元取向,以致于教师面临着角色坚守与突破的双重挑战。为帮助教师在智能时代“人之为人”的思考中承担应有的社会责任并践行育人使命,需要超越教师角色向何处转型的实践倾向,探寻教师角色的本原,并以此为基石为智能时代教师角色的应然塑造提供价值锚点。该文首先从教师角色存在的根基、发展的特质和演变的动因出发,总结出教师角色的本原,进而基于权威消解、权利让渡以及自我疑虑这几方面的现实境遇来关照智能时代教师角色本原的异变,最终以教师角色的本原为价值锚点,探讨了智能时代教师角色的守正与超越。总的来说,应在智能时代教师角色塑造的多元取向中,关切教师角色的正当权威以自然地感召学生,关注教师角色的存在意义以充分发挥角色价值,关怀教师角色的精神世界以坚守教师不可被替代的“人性高地”。更多还原

【Abstract】 Currently, the rapid development of intelligent technology has brought teachers into the fast lane of role transformation, presenting diverse orientations based on multidimensional needs, resulting in teachers facing dual challenges of role persistence and breakthrough. To help teachers fulfill their social responsibilities and fulfill their educational mission in the thinking of “ being human” in the era of intelligence, it is necessary to go beyond the practical tendency of where the teacher role is transforming, explore the origin of the teacher role, and use it as a cornerstone to provide value anchors for the natural shaping of the teacher role in the era of intelligence. This article first starts from the foundation of the existence of the teacher role, the characteristics of its development, and the reasons for its evolution, summarizes the origin of the teacher role, and then explores the changes in the origin of the teacher role in the intelligent era based on the reality of role power dissolution, right transfer, and self doubt. Finally, with the origin of the teacher role as the value anchor, it explores the adherence and transcendence of the teacher role in the intelligent era. In general, in the diversified orientation of shaping the role of teachers in the era of intelligence, attention should be paid to the legitimate authority of the teacher’s role to naturally inspire students, the meaning of existence of the teacher’s role to fully realize its value, and the spiritual world of the teacher’s role to uphold the irreplaceable “human high ground” of teachers.更多还原