角色互动与人机共善:生成式人工智能在未成年人教育中的应用及其治理  

Interactivity and Human-Machine Friendly Collaboration:Generative Artificial Intelligence for Adolescent Educational Applications and Governance

作　　者：周瑞春 王滆洱 吴淑燕 ZHOU Ruichun;WANG Geer;WU Shuyan

机构地区：[1]北京师范大学中国社会管理研究院 [2]北京师范大学新闻传播学院 [3]中国移动通信有限公司研究院

出　　处：《社会治理》2024年第3期66-74,共9页Social Governance Review

基　　金：国家社科基金重大项目“文化强国背景下公民道德建设工程研究”(编号:21&ZD060);北京师范大学互联网发展研究院-中国移动研究院联合研发项目“生成式人工智能技术发展中的科技伦理框架研究”(编号:BNUIDI2023)阶段性成果。

摘　　要：生成式人工智能以其独特的算法和强大的数据处理能力,能够在人机互动中实现文本、图像、音视频之间的多模态内容生产与转换,在未成年人教育领域具有广阔的应用前景。本文认为,在人机互动的角色赋能中,生成式人工智能可以提升未成年人的自主学习能力及效率、为个性化教育与教育公平提供可能、丰富未成年人的数字文化生活。与此同时,生成式人工智能技术犹如一把双刃剑,既能给未成年人教育带来革新机遇,也存在着教育质量摇摆、价值观塑造挑战以及人际交往主体迷思等多重风险隐忧。对此,本文从推进家校社联动的多元共治、加强角色定位下的监管规制、推进数字平权下的多样可及服务、提升教师与学生人工智能素养等方面提出治理对策。Artificial Intelligence-Generated Content(AIGC),with its unique algorithms and powerful data processing capabilities,can achieve multimodal content production and conversion between text,images,audio,and video in human–computer interactions,providing unprecedented possibilities for the application of adolescent education.This article posits that,in the role empowerment of human–computer interactions,AIGC can improve the efficiency and ability of autonomous learning for minors,provide possibilities for personalized education and educational equity,and enrich minors’digital cultural life.At the same time,owing to the double-edged nature of AIGC technology itself,it also presents risks and hidden concerns such as uncertain educational quality,challenges in shaping values,and subjective misconceptions in human–computer interactions.To this end,governance strategies such as promoting diversified co-governance of family–school–community linkages,strengthening regulatory regulations under role positioning,promoting diverse and accessible services under digital equality,and improving the AI literacy of teachers and students have been proposed.

关 键 词：生成式人工智能 未成年人教育 人机共善 人工智能治理 

分 类 号：C913.6[经济管理] G434[社会学]