人工智能教育的伦理风险及应对策略  

Ethical Risks and Response Strategies in Artificial Intelligence Education

作　　者：钟海燕 马煜柠 Zhong Haiyan;Ma Yuning(School of Marxism,Northeast Agricultural University,Harbin,Heilongjiang 150030,China)

机构地区：[1]东北农业大学马克思主义学院,黑龙江哈尔滨150030

出　　处：《黑龙江工业学院学报(综合版)》2025年第2期1-4,共4页Journal of Heilongjiang University of Technology(Comprehensive Edition)

基　　金：教育部高校思政课教师研究专项教学研究一般项目“大中小学国家安全教育一体化建设研究”(项目编号:24JDSZK014);黑龙江省高等教育教学改革课题“总体国家安全观融入思想政治理论课教学研究”(课题编号:SJCS2023004)。

摘　　要：人工智能技术以智能化服务、个性化发展、多样性交互的特征介入教育场域,为教育的发展带来了广阔发展前景的同时也在一定程度上诱发个体、关系以及社会维度上的伦理风险,而人工智能与教育建设有效耦合与赋能的内在逻辑,为解决人工智能教育中的潜在风险提供了重要突破口。鉴于此,必须以教育的价值理性驾驭人工智能技术的工具理性,不断推动人之慧与技之智的融合形塑和构建良善育人范式,并以伦理制度和法律法规为约束借此实现“技术”和“伦理”之间的调试。Artificial intelligence technology,characterized by intelligent services,personalized development,and diverse interactions,has entered the educational field,bringing broad prospects for the development of education while also inducing ethical risks at the individual,relational,and social levels to a certain extent.The intrinsic logic of the effective coupling and empowerment of artificial intelligence and educational construction provides an important breakthrough for addressing the potential risks in artificial intelligence education.In view of this,it is necessary to use the value rationality of education to control the instrumental rationality of artificial intelligence technology,continuously promote the integration and shaping of human wisdom and technological intelligence,and construct a good educational model.At the same time,ethical systems and laws and regulations should be used as constraints to achieve the adjustment between"technology"and"ethics".

关 键 词：人工智能 教育 伦理 

分 类 号：G434[文化科学—教育学] G45[文化科学—教育技术学]