摘要
进入智能时代,由数字鸿沟演化而来的智能鸿沟加剧了数字不平等的马太效应,并以新型智能交互、人工智能素养、数据和算法的公正性问题等为核心,扩展了数字鸿沟的内涵与外延。当智能鸿沟从“技术-社会”耦合系统迁移至下位的“技术-教育”耦合系统,智能鸿沟的教育镜像便得以浮现。在教育数字化转型的进程中,智能鸿沟产生了复杂、隐匿的多重影响,主要表现为智能鸿沟加剧学习者的“系统化区隔”、教育领域AI弱势群体陷入“接榫-断裂”的技术反差、“算法茧房”中的学习者面临主体性异化困境、学习者之间的数字资本积累差距进一步扩大。为弥合教育领域的智能鸿沟,教育数字化转型应秉持一种底层视角,即强化教育数字化转型的价值引导、规避人机协同学习中的“算法驯化”、贯彻对教育领域AI弱势群体的底层关怀,从而将作为一种“底层问题”的智能鸿沟现象纳入教育数字化转型的话语谱系之中。文章的研究可为弥合教育领域的智能鸿沟提供理论指导,并有益于推动教育数字化转型关注教育领域的AI弱势群体及其面临的技术不平等问题。
Entering the intelligent age,the intelligence divide evolved from the digital divide has intensified the Matthew effect of digital inequality,and expanded the connotation and extension of the digital divide with the new intelligent interaction,artificial intelligence literacy,data and algorithm fairness issues as the core.The educational mirror of the intelligence divide has emerged when the intelligent divide migrated from the coupled system of“technology-society”to the lower coupled system of“technology-education”.In the process of digital transformation of education,the complex and insidious multiple influences created by intelligence divide mainly manifested as that intelligent divide intensified learners’“systematic separation”,and AI-vulnerable groups in the education field fall into the“mortise-break”technical contrast,and learners in the“algorithm cocoon”were faced with the dilemma of subjectivity alienation,and the gap between learners in digital capital accumulation was further expanded.In order to bridge the intelligence divide in the education field,the digital transformation of education should uphold an underlying perspective of strengthening the value guidance of the digital transformation of education,avoiding the“algorithm domestication”in human-computer collaborative learning,and implementing the underlying care for the“AI-vulnerable groups”in the education field.Accordingly,the intelligent divide phenomenon as an“underlying problem”was included in the discourse spectrum of the digital transformation of education.The result of this paper could provide theoretical guidance for bridging the intelligent divide in the education field and be useful in promoting the digital transformation of education focusing on the AI-vulnerable groups in the education field and the encountered technological inequalities.
作者
张黎
鲍文雨
赵磊磊
ZHANG Li;BAO Wen-Yu;ZHAO Lei-Lei(Department of Education,Northeast Normal University,Changchun,Jilin,China 130024;School of Education,Jiangnan University,Wuxi,Jiangsu,China 214122;School of Education Science,Nanjing Normal University,Nanjing,Jiangsu,China 210097)
出处
《现代教育技术》
CSSCI
2024年第7期51-60,共10页
Modern Educational Technology
基金
2021年国家社科基金教育学一般课题“人机协同时代乡村教师智能素养结构与培养策略研究”(项目编号:BCA210091)的阶段性研究成果。
关键词
智能鸿沟
数字鸿沟
教育数字化转型
AI弱势群体
intelligence divide
digital divide
digital transformation of education
AI-vulnerable groups
作者简介
张黎,在读博士,研究方向为教育技术基本理论,邮箱为zhangli@nenu.edu.cn。
