人工智能教育社会实验:诠释与建构  

Educational Social Experiment of Artificial Intelligence: Interpretation and Construction

作　　者：王树涛 鲍俊威 WANG Shutao;BAO Junwei(College of Education,Zhejiang University,Hangzhou Zhejiang 310058)

机构地区：[1]浙江大学教育学院,浙江杭州310058

出　　处：《电化教育研究》2023年第4期33-38,45,共7页E-education Research

基　　金：2019年度国家社科基金一般项目“留守儿童社会资本系统对教育获得的影响机制和干预路径研究”(项目编号:19BSH048)。

摘　　要：人工智能教育社会实验能够弥合智能技术生产与教育应用的线性两分割裂状态,促进智能技术与教育场域意向性之间的互通与平衡,有效规避与控制智能技术异化教育的风险。通过对人工智能教育社会实验进行价值透视,结合芬伯格的次级工具化理论对人工智能教育社会实验的作用机理进行分析,发现人工智能教育社会实验通过“系统化、中介化、职业化和主动性”四个环节的作用,能够逐步推进人工智能技术在教育场域中完成社会化改造。基于此,在未来人工智能教育社会实验的发展中,应健全人工智能教育社会实验试点机制,建构人工智能教育社会实验伦理框架,保证人工智能教育社会实验的全过程受控,打造人工智能教育社会实验治理循环圈,进而推进智能技术应用于教育的负责任创新。Educational social experiment of artificial intelligence(AI)can bridge the linear bifurcation between the production of intelligent technologies and educational applications,promote the interoperability and balance between intelligent technologies and the intentionality of the educational field,and effectively avoid and control the risk of alienated education with intelligent technologies.By analyzing the value perspective of educational social experiment of AI and the mechanism of educational social experiment of AI combined with Feinberg's secondary instrumentalization theory,it is found that educational social experiment of AI can gradually promote the social transformation of AI technology in the educational field through four links of"systematization,mediation,professionalization and initiative".Based on this,in the future development of AI educational social experiments,the pilot mechanism of AI educational social experiments should be improved,the ethical framework of AI educational social experiments should be constructed,the whole process of AI educational social experiments should be guaranteed to be controlled,and the cycle of AI educational social experiments governance should be created,so as to promote responsible innovation in the application of intelligent technology to education.

关 键 词：人工智能 教育社会实验 芬伯格 次级工具化 作用机理 建构路径 

分 类 号：G434[文化科学—教育学]