人工智能教育应用政策的差异、共识与趋向——基于中、日、英、美四国比较  

Differences,Consensus and Trends in Policies on the Application of Artificial Intelligence in Education:A Comparative Analysis of China,Japan,the UK and the USA

作　　者：罗江华[1] 钟文俊 陈艺 LUO Jianghua;ZHONG Wenjun;CHEN Yi

机构地区：[1]西南大学西南民族教育与心理研究中心,重庆400715

出　　处：《现代远程教育研究》2025年第1期73-83,共11页Modern Distance Education Research

基　　金：2021年度国家社会科学基金教育学重点课题“以教育新基建支撑高质量教育体系建设研究”(ACA210010)。

摘　　要：人工智能在教育领域的应用为教育变革提供了动力,其相关政策成为引领教育数字化转型的风向标。对人工智能教育应用政策进行国际比较研究,有助于增强人们对全球教育技术发展趋势的全局性理解,并帮助政策制定者设计更具前瞻性和适应性的政策框架。通过比较分析中、日、英、美四国近年来发布的相关政策文本发现,各国均日益重视人工智能在教育中的普及应用,但其对政策工具的选择和政策目标的设定存在显著差异。在政策工具整体结构方面,中国偏向于供给型政策工具,强调直接供给,注重基础设施建设与人才培养项目等投入;而日、英、美三国倾向于环境型工具,致力于营造支持性环境。在政策目标实现的策略层面,中国采用“专注聚焦”模式,而日、英、美三国则强调“平衡多元”。尽管存在上述差异,但四国在强化教育科技领军人才的培养机制、建立多元主体协作参与的保障体系,以及打造高质量且包容的数字教育生态方面已形成发展共识。从全球趋势来看,未来世界各国对教育科技领域人才的培养和竞争将日益加剧,而各国可能会形成敏捷治理的政策框架,并利用人工智能增进教育的广泛包容性,同时产学研合作将持续引领智能教育技术的本土创新。The application of artificial intelligence(AI)in the field of education has served as a driving force for the transformation of education,with related policies acting as key indicators guiding the digitalization of education.Conducting an international comparative study on policies of AI in education can enhance a comprehensive understanding of global trends in the development of educational technology and assist policymakers in designing more forward-looking and adaptive policy frameworks.A comparative analysis of recent policy documents released by China,Japan,the United Kingdom and the United States reveals that all four countries increasingly prioritize the widespread application of AI in education.However,notable differences exist in their selection of policy instruments and the formulation of policy objectives.In terms of the overall structure of policy instruments,China demonstrates a preference for supply-side tools,emphasizing direct provision,with more efforts put into infrastructure development and talent cultivation programs.In contrast,Japan,the United Kingdom and the United States favor environment-oriented tools,focusing on fostering a supportive ecosystem.Regarding strategies for achieving policy objectives,China adopts a“focused and concentrated”approach,whereas Japan,the United Kingdom and the United States emphasize a“balanced and diversified”model.Despite these differences,the four countries share a common vision in several areas,including strengthening the cultivation mechanisms for leading talent in educational technology,establishing a guarantee system for multi-stakeholder collaboration and participation,and building a high-quality and inclusive digital education ecosystem.From a global perspective,competition for talent in the field of educational technology is expected to intensify.Countries are likely to develop agile governance frameworks,leverage AI to promote inclusive education,and continue to drive localized innovation in intelligent educational technologies through collabo

关 键 词：人工智能 教育应用 政策比较 政策工具 政策目标 

分 类 号：G434[文化科学—教育学]