摘要
智能技术的大规模使用与数据驱动的智能传播引发“智能鸿沟”这一新的数字不平等问题。关注“智能鸿沟”在教育领域的产生和表征等现实问题,有益于进一步发挥教育数字化转型助推教育公平的价值意蕴。作为一种智能现代性在教育领域蔓延的不良后果,教育领域智能鸿沟的根源是人机协同学习的算法逻辑所引发的歧视和偏见。通过对智能时代教育数字化转型浪潮下“AI弱势群体”的风险进行审视,教育领域智能鸿沟的危害主要体现在:其一,随着在数字空间中的社会关系与数字权利被悬置,教育领域的“AI弱势群体”进入“例外状态”;其二,由算法定制和预设的学习方案将学习者引入“算法鸿沟”的定制歧路,进而促逼教育主体陷入主权者困境;其三,教育领域“智能拜物教”的兴起,驱动教育领域“信息富人”与“信息穷人”的身份发生两极反转。对此,未来教育数字化转型亟须秉持一种底层视角:首先,重塑教育数字化转型的底层认知,健全“AI—学习者”的关系格局与责任关系;其次,复归教育数字化转型的底层叙事,考察教育领域“AI弱势群体”的数字化生存状态;再者,挖掘教育数字化转型的底层路径,优化弥合智能鸿沟的制度供给与战略设计。
The widespread use of intelligent technology and data-driven intelligent communication has triggered a new digital inequality issue known as the“intelligent divide”.Addressing the emergence and characteristics of the“intelligent divide”in the field of education is beneficial for further leveraging the value of digital transformation of education to promote educational equity.As an adverse consequence of intelligent modernity spreading in the education sector,the root cause of the intelligent divide in education lies in the discrimination and biases triggered by algorithmic logic in human-computer collaborative learning.Examining the risks faced by“AI vulnerable groups”in the digital transformation of education in the age of intelligence,the harm of the intelligent divide in education is mainly manifested in the following aspects:firstly,as social relations and digital rights are suspended in the digital space,“AI vulnerable groups”in education enter a state of exception;secondly,algorithm-customized and pre-set learning programs lead learners into the customized biases of the“algorithm divide”,thereby compelling educational subjects into a dilemma of sovereignty;thirdly,the rise of“intelligent commodity worship”in education drives a polar reversal of identities between“information-rich”and“information-poor”individuals in the education sector.Therefore,future digital transformation of education urgently needs to adopt a bottom-up perspective:firstly,reshaping the underlying cognition of digital transformation of education,to establish a sound relationship pattern and responsibility between“AI”and learners;secondly,returning to the underlying narrative of digital transformation of education,to examine the digital survival status of“AI vulnerable groups”in the education sector;furthermore,exploring the underlying pathways of digital transformation of education,to optimize institutional provision and strategic design to bridge the intelligent divide.
作者
张黎
周霖
ZHANG Li;ZHOU Lin
出处
《现代远程教育研究》
CSSCI
北大核心
2024年第3期38-45,共8页
Modern Distance Education Research
基金
2022年度国家社科基金一般项目“‘互联网+教育’促进城乡教育均等化的机制研究”(22BSH014)。
关键词
智能鸿沟
数字鸿沟
教育数字化转型
数字不平等
AI弱势群体
Intelligent Divide
Digital Divide
Digital Transformation of Education
Digital Inequality
AI Vulnerable Groups
