权责之间:三师课堂中“AI智能师"的责任限度
周娜，刘源
(信阳师范大学教育科学学院，河南信阳 464000)
摘 要:在“三师课堂"中，AI被冠以“智能师”之名并被赋予介入教学流程的权力，然其责任设定高度依赖人类外部监督，由此形成权责之间的结构性错位。如何在这一错位中为AI智能师划定合理的责任边界，成为一个亟须厘清的前置性问题。研究以法哲学的责任理论为根基，将责任界分为“解释义务"与“后果担当”两种形态，进而构建“主体一关系一功能”三维分析框架，对AI智能师的责任归属展开逐层剖析审视。研究认为，在现有技术条件与伦理前提下，AI智能师只能承担解释义务而无法承担后果担当，其责任形态是与其辅助性功能相匹配的“有限责任”。这一“有限责任”的厘定，既为弥合权责之间的裂隙提供了伦理坐标，亦为“师"之命名提供了合宜的责任根基。随着智能系统愈发具备近似教育者的角色定位，对其责任的讨论须返回责任概念的内在结构，方能实现权责匹配、各归其位。
关键词:三师课堂;AI智能师;教育责任;权责对称;人机协同
Between Power and Responsibility: The Domain of Responsibility for the
"AI Intelligent Teacher" in the "Three-Teacher Classroom
ZHOU Na, LIU Yuan
(School of Education Science, Xinyang Normal University, Xinyang, He'nan 464000)
Abstract: In the "Three-Teacher Classroom," AI is conferred the title of "AI Inteligent Teacher" andvested with the power to intervene in the instructional process. However, the ascription of its responsibilityremains heavily contingent upon external human mediation, thercby engendering a structural decouplingbetween power and responsibility. Deternining an appropriate domain of responsibility for the AI IntelligentTeacher amid this decoupling thus emerges as a foundational question that demands urgent conceptualclarification. Drawing on the responsibility theory of legal philosophy, this study disaggregates responsibilityinto two modalities: answerability (obligation to account) and liability (bearing of consequences). It thenconstructs a tripartite analytical framework-agency, relationality, and functionality-to examine, in a graduated manner, the attribution of responsibility for the AI Intelligent Teacher. The study contends that, under extanttechnological conditions and ethical premises, the AI Intelligent Teacher can only assume answerability; it isincapable of bearing liability. Its form of responsibility constitutes a "delimited responsibility" commensuratewith its auxiliary pedagogical function. The delineation of this delimited responsibility not only furnishes anethical anchor for bridging the power-responsibility gap but also provides a defensible normative foundation forthe appellation of "teacher." As technological systems are increasingly entrusted with roles that approximatethose of human educators, the discourse on their responsibility must retum to the intrinsic structure of theconcept of responsibility, so that power and responsibility may cach be restored to their proper place.
Keywords : Three-Teacher Classroom; AI Intelligent Teacher; Educational Responsibility;Power-Responsibility Symmetry; Human-AI Collaboration
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