If there are thousands of winds blowing into education, the biggest "tornado" in recent years must be the large language model represented by ChatGPT, and it is difficult for us to evaluate the profound changes it will bring to human beings and education. The World Bank has a sentimental description of the "direction of the wind": the ideal of the future of education is one where everyone learns happily everywhere Xi learns purposefully Xi and earnestly learns Xi. To achieve such an ideal picture, it means that students are concentrated, teachers help in a timely manner, teaching resources are abundant, the learning environment is safe, and the level Xi of education governance must be greatly improved. 
The new education must need new teachers, and teachers' self-renewal and self-learning ability have become Xi core elements to promote educational reform. Professor Zhang Minxuan, Director of the UNESCO Center for Teacher Education, sorted out the policy documents on education in various countries and international organizations around the world, and summarized the seven latest expectations for teachers and teacher education, including human brain Xi, curriculum teaching, digital education, experimental iteration, social emotion, etc. These new expectations have had a significant impact on teachers' teaching strategies and role functions. In this context, I believe that teachers in the new era stand on the four outlets that will inevitably face them. These outlets mean not only pressure and challenges, but also new energy, new spaces and new possibilities. 
The first outlet is the need to re-understand the Xi of Xi and human brain. Quality teaching cannot be achieved without an understanding of students and Xi. Only when teachers deeply understand the characteristics of students' learning Xi, can teaching produce twice the result with half the effort, becausePersonalized teaching is based on teachers' in-depth understanding of the Xi mechanism of human brain learning, the rhythm and style of students' learning Xi, the characteristics of the learning Xi process, and the methods and methods of learning Xi. As a practitioner of teacher education, I often feel that the teaching method of our university is strictly only teaching, not learning. We lack a deep understanding of the nature of Xi, the mechanism of Xi generation, the subject of Xi, the carrier of Xi, and the human brain. It is for this reason that UNESCO notes that one of the most unique scientific advances in education in recent decades has been achieved through neuroscience and the study of the relationship between the human brain and the Xi. Xi science is not only developing at the level of cognitive psychology, neuroscience, brain research and social psychology, but has also made major breakthroughs in many micro-fields related to teaching, such as understanding the anatomy of the human brain and nerves, understanding the mechanisms of memory, information processing, language development, and complex thinking, and understanding the positive or negative effects of sleep, exercise, emotions, stress, and abuse on the Xi. 
If the realization of student-centered deep learning Xi is the goal of educators around the world, it means that we must constantly identify what students are, what Xi they learn, and how effective learning Xi happenOnly in this way will it be possible to learn Xi deeply. In my opinion, the so-called in-depth learning Xi is a high-quality academic Xi that develops students' core academic content, mastery of core knowledge, critical thinking, problem-solving skills, effective communication and coordination skills, and academic mind. It is not easy to achieve this, and it requires the joint efforts of front-line teachers and educational theorists on how to have a deeper understanding of the Xi, the human brain, and students. At the same time, in the era of intelligence, teachers should also pay attention to digital learning Xi tutoring technology, including the relatively unfamiliar domain model, teaching model, Xi learner model and open learner Xi model. 
The second outlet is that intersubjectivity and high consciousness should be a major concern for teachers Xi. According to Habermas's theory of communication, the essence of teaching is intersubjectivity, that is, the process of interaction between the subject of teaching and the subject of students. Therefore, the essence of teaching can also be called intergenerational dialogue, which should attract and invite students to participate in the co-creation of knowledge. This means,Students are not only consumers of knowledge, but also producers of knowledge, not passively learning Xi, but also actively constructing, from knowledge consumption to knowledge creation. In order to truly realize the effective interaction and interaction between the two subjects, it is necessary to highlight the subjectivity of teachers and students. 
In particular, it should be noted that the subjectivity of machines has also been increased in the new round of Juche crisis. In the context of the rapid development of generative artificial intelligence, the subjectivity of intelligent machines in the process of learning Xi is increasing, especially the fact that they can combine with the wisdom of Xi learners to deal with more complex practical life problems, which makes the risks faced by educational subjectivity more complex and severe, and also indicates that generative artificial intelligence may trigger a new round of educational subjectivity crisis. This will bring great challenges to the teaching subject: how can teachers be more confident and proactive?How can students be more active and subjective?How can effective interaction between machines and teachers and students be achieved?
As we all know, the subjectivity of students' learning Xi is related to the growth mindset, the Xi habits of thinking and the practice of virtues, which are crucial to ensure the high quality of learning Xi. Xi with high subjectivity must mean Xi with high consciousness. The core of the Xi of high consciousness is still the continuous confirmation of the subject's consciousness. The prerequisite for what we are accustomed to calling problematic awareness, synergy consciousness, value consciousness, editorial consciousness, creative consciousness and vision consciousness is the confirmation of self-strength. So in the context of such a strong and ferocious intelligence, how can we be more confident and more active?This is a major concern not only for teachers, but also for students. 
We live in an era where everyone is more autonomous, more conscious, and more free, but at the same time more lonely, more fragmented, and more disillusioned, because this is an era of "three-dimensional space". In the past, humans lived in a binary space composed of physical space and social space. With the continuous development of information technology in recent years, the information space has gradually increased, and the penetration rate has become higher and higherThe binary space of human life has become a three-dimensional space, that is, physical space, social space and information space. This is not a simple two-plus-one relationship, but a relationship of interpenetration. The information space greatly expands the physical space, shapes the social space, and brings new ways of life to students and teachers. This brings not only possibility, but also sadness and even despair. A new issue in education that needs to be concerned is how to help students think about the heterogeneity of "human beings", rather than being subordinated to machines. As digital natives, the post-90s and post-00s generations are very different from those of us who used to live in the binary space and now switch to the three-dimensional space. These young netizens are far more familiar with the rules of operation of virtual space than they are with the rules of operation in the world, they are full of curiosity in the virtual world, but they lack a sense of meaning in real life, and they are extremely vulnerable in the face of life's setbacks, even at the cost of hurting themselves. Such children pose a great challenge to our teachers. Tian Xiaohong and others from Zhejiang Normal University put forward a proposal for the future teacher capacity structureDual-core onion model。In this model, there are two abilities that deserve special attention, one is human-machine collaboration ability, and the other is effective moral education ability. This model tells us that we should develop teachers' general abilities based on self-growth ability and human-machine collaboration ability, and develop teachers' professional competence on this basis, including curriculum teaching ability and effective moral education ability. 
The most worrying thing now is the identity crisis of teachers. Knowledge changes so fast, students change so much, machines become superbrains with subjectivity. All of this makes teachers more and more confused and less confident. In my opinion, the main competencies that teachers lack are human-machine collaboration and effective moral education. There is a chasm between our teachers and our children, not only the digital divide, but also the ethical divide in the real sense. This makes us more and more helpless in the face of our children, we cannot convince them, and we cannot give them an impact on their happiness. Therefore, teachers' moral education capabilities must be reconstructed in combination with the characteristics of digital transformation of education. The more powerful smart technology is, the more teachers should not only use technology as an intermediary to understand students. Teachers should also provide students with a sense of health education, listen to and observe students attentively, and guide students to grow up healthily through emotional investment and careful care, so as to become "interlocutors of students' hearts". During the transition period, how can we give our children more powerful psychological energy, and also make ourselves more tenacious and tenacious?In Finland, I have seen that the most important thing about a teacher is that he is always with the children, and he can see the teacher wherever there are students. There is now a consensus that students should be more socially and emotionally competent. I don't think that's enoughIt is necessary to improve the social-emotional competence of both teachers and students. In fact, teachers themselves are a vulnerable, helpless, and even confused group, and their social and emotional skills also need to be improved. 
In a word, it is not easy to be a teacher. Zhu Xi said: "If a teacher helps an intoxicated person, he can help the east and the west and fall. "This wind blew, and just after it passed, a new wind came, and it was a tornado. Do teachers have a successful day?Yan Yuan sighed: "Look up to the high, drill the strong, look ahead, and suddenly behind." "In the current era, teachers must have a sense of self-relieving, that is, to return to zero, completely reborn, reshape and start again. 
In recent years, UNESCO, OECD, teachers' unions, and teacher researchers around the world have found that teachers should be given a greater meaning and function. They are not only the imparters and users of knowledge, but more importantly, teachers are the producers of knowledge, the leaders of students, and the interpreters of meaning in a complex world. International organizations and educational researchers have emphasized that the complexity, diversity and relationality of teaching situations determine that teachers must create and produce knowledge, which is the source and premise of effective teaching. In a complex system, teachers need to open the way in the mountains and build bridges in the water, and have the ability to make professional judgments and professional processing in the true sense. And this kind of ability improvement will take time. So,In a world characterized by complex and multifaceted connections, a prerequisite for the teacher to rebuild is to become a self-directed Xi. This self-leadership is important because the way knowledge is generated in the digital age has turned the way teachers work and reshaped the teacher-student relationship.
First of all, the way of knowledge creation in the digital era goes beyond the traditional understanding that "people are the single subject of knowledge construction". Humans and artificial intelligence can create knowledge collaboratively, and make decisions in collaboration with artificial intelligence teachers. Second, AI can produce "dark knowledge" that humans cannot produce without anyone participating in knowledge construction, and human teachers need to understand and apply the knowledge produced by AI. Finally, the research progress of the concept of swarm intelligence and its swarm intelligence optimization algorithm makes education need to face up to the status of students as the main body of knowledge creation. Against this backdrop, teachers need better passion, more motivation, greater adaptability, more proactive leadership, and real ambition to cope with the "winds from all directions" in the era of powerful AI generation.
丨Keynote speech at the 10th China Education Innovation Annual Conference.
Editor-in-charge丨Liu Kuan.
American editor丨Zhang Tianyu.
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