生成式人工智能赋能人文教育的伦理问题及其应对

摘要/Abstract

摘要： 生成式人工智能在推动教育教学模式革新与教育资源优化方面展现出巨大潜力,但其所承载的技术逻辑亦在悄然重塑人文教育的核心目标,潜藏着深层伦理风险。引入多纳蒂的“数字矩阵”理论,对生成式人工智能赋能人文教育过程中面临的伦理问题进行分析,可以发现它主要体现在两方面：其一,效率导向与可计算性优先的技术逻辑,与人文教育应有的德性目标之间形成结构性张力;其二,在人文教育实践中对技术的过度依赖,可能削弱教育主体的能动性与价值判断能力。针对上述伦理挑战,有两条应对路径：一是推进技术的价值校准,在以人为本的教育理念引导下,将规范性要求嵌入技术逻辑之中,明确生成式人工智能的工具性定位,防止其主导人文教育的发展方向;二是实现教学主体复归,在“人-技术”混合交互情境中重塑教师的价值引领作用与学生的反思性学习能力,以“关系善”理念应对智能教育环境中的伦理挑战。

关键词: 数字矩阵, 生成式人工智能, 技术逻辑, 关系善

王亮. 生成式人工智能赋能人文教育的伦理问题及其应对[J]. 伦理学研究, 2026(1): 85-94.

Wang Liang. Ethical Issues and Responses in the Application of Generative Artificial Intelligence to Humanities Education[J]. Studies in Ethics, 2026(1): 85-94.

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