教育智能化前沿

在人工智能教育活动过程中，师生在与人工智能技术的碰撞中面临主体性缺失的风险，表现为技术理性与人类非理性矛盾致使主体性难以彰显，算法基座上的技术范式致使主体认知与能力受限，人造技术场景的单向线路框定师生的多元发展。德勒兹提出的聚集概念、线喻理论和块茎思维对发挥人工智能教育活动中主体性具有重要意义，研究在分析人工智能教育中主体性危机的应对思路的基础上，以联合国教科文组织于近几年颁布的两份人工智能教育政策为例，结合德勒兹的理论视角分析政策内容中关于促进人工智能教育主体性发挥的因应之策，提出重视多元背景中异质主体和技术工具的聚集、突显教育中情感与价值的人性之维，加强人工智能教育监管框架制度的伦理编码、深化能动性实践促进主体生长发展，注重人工智能互动中多元观点和个性的碰撞、增强人工智能技术的包容与公平性等路径，推动人工智能教育中主体性的复归。

In the course of artificial intelligence education, both teachers and students face the risk of losing their agency when interacting with AI technology. This manifests as the conflict between technological rationality and human irrationality hindering the expression of agency, the algorithm-based technological paradigm limiting human cognition and capabilities, and the unidirectional framework of artificial technological scenarios constraining the multifaceted development of educators and learners. Deleuze's concepts of agglomeration, line-metaphor theory, and rhizomatic thinking hold significant implications for fostering subjectivity in AI education. Building upon an analysis of strategies to address the crisis of subjectivity in AI education, this study examines two recent UNESCO AI education policy documents. Applying Deleuze's theoretical framework, it analyzes policy measures promoting subjectivity in AI education, proposing: emphasizing the human dimension of emotion and values in education, strengthening ethical coding within AI education regulatory frameworks, deepening agency practices to foster subject growth, valuing the collision of diverse perspectives and individuality in AI interactions, and enhancing the inclusivity and fairness of AI technologies. These pathways aim to restore subjectivity in AI education.