脑机接口教育应用的潜在风险与协同治理路径  

Potential Risks and Collaborative Governance Approaches of Applying Brain-computer Interface to Education and Teaching

作　　者：盛豪杰 SHENG Hao -jie(School of Law,Jiangsu Normal University,Xuzhou 221116,China)

机构地区：[1]江苏师范大学法学院,徐州221116

出　　处：《自然辩证法研究》2025年第2期135-143,共9页Studies in Dialectics of Nature

基　　金：教育部人文社会科学研究青年基金项目“类型化思维下教育法适度法典化的体系构造研究”(23YJC880159)。

摘　　要：在教育教学中,脑机接口具有帮助学生自主学习、辅助教师个性教学、协助学校高效管理等积极应用价值。然而,脑机接口在教育教学中的应用存在违法启用设备、信息分析偏差、教育教学歧视、个人负面标签等潜在风险。为了有效应对脑机接口应用于教育教学的潜在风险,应当采取由学生、教师、学校、国家等多方主体参与的协同治理路径。学生应在理性衡量使用脑机接口利弊得失的情况下作出使用脑机接口的个人决定;教师应履行告知义务、育人义务、监管义务来充分维护学生的合法利益;学校应为使用脑机接口提供制度、技术、专家等支持;国家应明确和完善学校使用脑机接口的法律规范,保障脑机接口在教育教学中的正确使用。In education and teaching,brain computer interfaces have positive application value in helping students learn independently,assisting teachers in personalized teaching,and assisting schools in efficient management.However,the application of brain computer interfaces in education and teaching poses potential risks such as illegal device activation,information analysis bias,educational discrimination,and personal negative labeling.In order to effectively address the potential risks of applying brain computer interfaces in education and teaching,a collaborative governance approach involving multiple stakeholders such as students,teachers,schools,and the state should be adopted.Students should make personal decisions about using brain computer interfaces based on a rational assessment of the pros and cons of using them;teachers should fulfill their obligations of disclosure,education,and supervision to fully safeguard the legitimate interests of students;schools should provide institutional,technical,and expert support for the use of brain computer interfaces;the country should clarify and improve the legal norms for the use of brain computer interfaces in schools,ensuring the correct use of brain computer interfaces in education and teaching.

关 键 词：教育教学 脑机接口 潜在风险 协同治理 

分 类 号：G434[文化科学—教育学]