The Transformation Dimension And Paths Of Teachers’ Roles In The Intelligent Age

With the explosion of new technologies such as Metaverse and Chat GPT,the question of the survival of teachers such as “teacher liberation theory” and “teacher extinction theory” has become hot topics again.In this regard,we need not overstate the functions of technology and be selectively blind to the potential risks of technology,nor should we worry too much about the great potential of technology to replace teachers.What we need to do is to keep an open mind,grasp the past accurately,analyze the present comprehensively,and plan prudently for the future in the dialectics of man and technology.To this end,this paper will use literature analysis,historical analysis and case analysis to discuss the different performance of teachers’ roles in the agricultural and industrial age,the opportunities and challenges faced in the intelligent age,and the transformation dimension and paths in the context of the intelligent age.In the agricultural and industrial age,the actual role of teachers showed different patterns of behavior,i.e.,teachers in the agriculture age favored the role of “life teacher”and in the industrial age favored the role of “classic teacher”.Moreover,this change in teachers’ roles follows three logics.The first is the logic of the transmutation from emphasizing cultivating students’ human nature to emphasizing cultivating students’ talents at the level of the concept of “What kind of students to cultivate”.The second is the logic of the transmutation from emphasizing morals or talents of teachers to emphasizing the performance of teachers at the level of the criterion of “Who to cultivate”.The third is the logic of transmutation from physical technology mainly based on body language and spoken language to appliance technology based on text to electronic technology based on audio-visual media at the level of the technology of “How to cultivate”.As we enter the intelligent age characterized by intellectualization,dataization and interconnection,teachers’ roles are facing transformation opportunities such as easier role playing,role value highlighting,and role identity progression due to intelligent technologies-enabled teaching and evaluation and its limitations in morality,emotionality and creativity as well as its own continuous upgrading and uncertainty.Meanwhile,teachers’ roles are also facing transformation challenges such as increasing instrumentalization,marginalization,and unilateralization due to the pan-technicalization of teaching and the pan-dataization of evaluation,the withdrawal of teachers’ subjectivity and authority,and the worship or rejection of intelligent technologies by teachers.In the face of these opportunities and challenges,teachers in the intelligent age need to become not only a “wise teacher” who is good at anchoring the respective niche of human teachers and intelligent technologies to achieve their Fusion and identifying the advantages and disadvantages of intelligent technologies to prevents its risk,but also a“classic teacher” who is good at intelligent technologies to optimize knowledge teaching and improve teaching evaluation in order to cultivate students’ talents,and a “life teacher”who is good at human intelligence to perfect students’ morals and meaning of life in order to cultivate students’ human nature.In order to facilitate teachers’ successful completion of these role transformation transitions,the government should perfect system of teachers’ roles transformation by formulating a code of conduct of teachers’ roles,building monitoring mechanism of teachers’ roles and improving cultivating pattern of teachers’ roles;primary and secondary schools should create an environment for teachers’ roles transformation by establishing evaluation system of teachers’ roles,constructing community of teachers’ roles and optimizing training model of teachers’ roles;and teachers themselves should make selfadjustment by awakening their consciousness of teachers’ roles,improving their role skills and adjusting their role behaviors.