脑机接口教育应用:三重场景、潜在风险及伦理边界  

Brain-Computer Interface Applications in Education:Triple Scenes,Potential Risks and Ethical Boundaries

作　　者：梁钰 林丹 LIANG Yu;LIN Dan(Northeast Normal University,Changchun 130024)

机构地区：[1]东北师范大学马克思主义学部,130024 [2]东北师范大学教育学部,130024

出　　处：《教育科学研究》2025年第3期38-45,共8页Educational Science Research

基　　金：2022年度国家社会科学基金教育学一般课题“乡村学校道德教育的文化路径建构研究”(BEA220043)的成果之一。

摘　　要：脑机接口是指建立在大脑与外部计算机设备之间的信息通道,已经在医疗领域得到应用,目前正在向娱乐、教育等领域扩张,神经技术时代或将成为现实。在教育领域,脑机接口技术通过识别和监测学生的注意力已走进学校教育教学。同时,脑机接口教育应用的潜在风险也逐渐显现:一方面,师生的地位无形中被技术侵占,存在自我认同危机和隐私泄露风险;另一方面,技术资源差距进一步扩大了教育发展不平衡,为教育公平带来新的挑战。为此,在面对人与技术、教育与技术,以及人与教育的关系时,我们需要坚持以人为本,充分发挥价值导向和政策约束作用,最终实现技术与教育的和谐发展。By establishing information channels between the brain and external computer devices,Brain-Computer Interface(BCI)technology has been applied in the medical field.It is currently expanding into entertainment,education and other fields.The era of neurotechnology may soon become a reality.In the field of education,BCI technology has been successfully introduced into education by recognizing and monitoring students'attention levels.While the achievements of educational technology has been winess,the potential risks of the educational applications of BCI are also gradually emerging.On one hand,the agency of teachers and students is invaded by technology,accompanied by risks such as identity crises and privacy breaches.On the other hand,the gap in technological resources further expands the imbalance in educational development and brings new challenges to educational equity.Therefore,in addressing the relationships among humans,technology,and education,we must adhere to human-centered principles,fully leverage value-oriented guidance and policy constraints,and ultimately realize the vision of harmonious coexistence between technology and education.

关 键 词：脑机接口 教育技术 潜在风险 教育伦理 

分 类 号：G434[文化科学—教育学]