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Paradigm Reconstruction and Value Return of Teacher Role in the Age of Artificial Intelligence

Author(s)

Ke Zong, Keyan Yu, Yuan Yuan*

Affiliation(s)

School of Finance and Economics, Shandong University of Science and Technology, Tai'an, Shandong, China *Corresponding Author.

Abstract

Artificial intelligence technology is profoundly restructuring the education ecosystem, transforming teacher roles and value orientations. This study, through empirical analysis of global cases and methodologies including knowledge mapping and multimodal learning analytics, reveals the intrinsic mechanisms driving teaching innovation within intelligent education systems. Findings demonstrate that smart technologies significantly enhance teaching effectiveness through "dynamic diagnosis-precise intervention" feedback loops, evidenced by a 65% increase in classroom resource development capacity. However, risks emerge including algorithmic bias and potential degradation of teachers' professional judgment. The research identifies a shift in teachers' core competitiveness toward "technology-mediated teaching" capabilities, characterized by the centralization of digital literacy and development of higher-order instructional design skills forming a synergistic evolution mechanism. The system's core value remains emotional intelligence transmission and educational ethics protection, necessitating a three-layered structure (tool-implementation-value) that strategically embeds humanistic elements within algorithmic decision frameworks to balance technical and value rationality. The study's innovative "technology empowerment-value calibration" double helix model confirms teachers' irreplaceable subjectivity in intelligent educational ecosystems-achieved through enhanced digital literacy, preservation of educational wisdom, and maintained humanistic awareness in data-driven environments. This model ultimately realizes the dialectical unity between scaled education and personalized cultivation, providing theoretical frameworks and methodological guidance for constructing new paradigms of human-machine collaboration in education.

Keywords

Teacher Role Paradigm Reconstruction; Intelligent Education Ecology; Human-Computer Collaboration; Education Ethics; Technology Empowerment

References

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