夺回认识能动性：教育中人与生成式AI协同能动性的批判性框架
Reclaiming Epistemic Agency: A Critical Framework for Human-Generative AI Co-Agency in Education
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中文总结 AI 辅助
本文针对GenAI重新分配教育中认识论权威的问题，结合多种理论范式提出生态协同能动性框架，为教育中人与GenAI的协同能动性提供批判性评估框架。
中文摘要 AI 辅助
生成式人工智能（GenAI）目前主要被定位为一种中立的教育工具，但这种定位忽略了一个更重大的转变：认识论权威从教师、学生向机器的转移。本文对GenAI在课堂中重新分配师生的能动性的程度进行了概念性评估，这种能动性包括协作、竞争中共同生产知识、验证彼此主张及创建学生学习证据的能力。该评估借鉴了分布式能动性、自我决定理论、社会5.0以及TPACK、SAMR等技术整合范式等多种理论范式。尽管所有评估的理论范式都与AI介导的教育中的能动性角色相关，但它们都未解决权力公平分配、介导交互所用数据的所有权、以及人类介导交互相关问责制方面持续存在的差距。因此，本文提出了生态协同能动性框架，该框架从关系、调节和教学过程的角度定义能动性，并以对认识论主张的人类问责制的明确承诺为条件。
英文摘要
Generative artificial intelligence (GenAI) has been primarily framed as an impartial educational tool. However, this framing overlooks an even larger shift: the reassignment of epistemological authority from teachers to students to machines. This paper presents a conceptual evaluation of the extent to which GenAI redistributes students' and teachers' ability to act in classrooms to produce knowledge, validate each other's claims, and create evidence of student learning while collaborating with and competing against humans. This evaluation draws on various theoretical paradigms, including Distributed Agency, Self-Determination Theory, Society 5.0, and Technology Integration Paradigms, including TPACK and SAMR. While all of the theoretical paradigms evaluated are relevant to the role of agency within education mediated by AI, none of them address the ongoing disparity regarding equitable distribution of power, ownership of the data used to mediate interaction, and accountability in relation to human-mediated interactions. As such, this paper introduces the Ecological Co-Agency Framework, which defines agency in terms of relational, regulatory, and pedagogical processes, conditioned by a defined commitment to human accountability for epistemological claims.
