摘要
智能技术与教育融合引发的一系列教育问题乃至社会问题,其根源在于教育主体行为的失范。判定教育主体行为失范是否由智能技术所引发,可从工具使用、标准制定、规范遵守、干预方式四个方面,衡量教育主体行为是否发生“失范”与“未失范”之间的转换;若满足其中至少一条,则可认为该行为失范由智能技术引发。基于上述判定方法对26个智能技术教育应用案例进行分析后发现:教育主体行为失范主要涉及过程性失范、转型期失范、周期性失范、本质性失范、原生性失范5种表现层次,涵盖82种行为表现类属的20种行为失范类型。多元教育主体的行为失范呈现多层次、多类型的特点,具体表现为:管理者愈加难以平衡教育发展与技术进步,教师被算法绑架并破坏教学生态,企业过于关注商业利益而忽视长远教育目标及教育规律,设计者“目的至上+技术导向”引发设计风险,家长对技术过度放权造成家庭教育问题重重,研究者利用智能技术开展教育研究触犯科研伦理,学习者数字沉迷及其身份认同异化。有效治理教育主体行为失范问题,需要治理主体不断调整规制手段和治理方式,并及时应用“判定标准”对当前教育主体行为的状态进行判断,当主体行为不在属于“失范”行列时,干预和判断进程即可停止。
The integration of intelligent technology and education triggers a series of educational problems and even social problems,the root of which lies in the anomie behavior of educational subjects.To determine whether the educational subject’s anomie behavior is caused by intelligent technology,we can measure the transformation between“anomie”and“non-anomie”from four aspects:the tool use,the standard formulation,the standard compliance and the intervention mode.When at least one aspect is met,it can be considered that the anomie behavior is caused by intelligent technology.Based on this method,26 cases are analyzed and it is found that the educational subject’s anomie behavior mainly involves 5 levels including process-anomie,transformation-anomie,periodic-anomie,essential-anomie and original-anomie,and covers 20 types of anomie behavior in 82 behavior categories.The anomie behavior presents multi-level and multi-type characteristics.Specifically,it is increasingly difficult for managers to balance educational development and technological progress,teachers are kidnapped by algorithms and destroy the teaching ecology,enterprises pay too much attention to commercial interests and ignore long-term educational goals and laws,designers’concept of“purpose first+technology orientation”causes design risks,the transfer of power to technology by parents causes many problems in family education,researchers violates research ethics by using intelligent technology,and learners are addicted to digit with identity alienation.To effectively govern the problem of educational subject’s anomie behavior,the means of regulation and governance mode should be constantly adjusted,and the status of current educational subject’s behavior should be judged by the timely application of“judgment criteria”.When the subject’s behavior does not belong to the rank of“anomie”,the intervention and judgment process should be stopped.
出处
《现代远程教育研究》
CSSCI
北大核心
2022年第2期37-46,共10页
Modern Distance Education Research
基金
2022年度浙江省哲学社会科学规划领军人才培育课题“新一代人工智能支持下面向课堂教学的人机协同理论研究”(22YJRC02ZD-1YB)。
关键词
智能技术
教育主体
行为失范
判定标准
行为表现
Intelligent Technology
Subject of Education
Anomie Behavior
Judgment Criteria
Behavioral Manifestation
