生成式人工智能在教育领域的伦理风险与治理路径 --基于罗素大学集团的实践考察

Ethical Risks and Governance Approaches of Generative Artificial Intelligence in Education--Based on the Practical Investigation of the Russell University Group

以ChatGPT为代表的生成式人工智能对传统教育模式造成了冲击,引发诸多教育伦理风险,而代表着英国顶尖教学和科研水平的罗素大学集团面对风险的举措极具借鉴意义。为此,文章以罗素大学集团为主要研究对象,首先介绍生成式人工智能在教育领域面向学生、教师和教育部门的应用现状,然后将罗素大学集团成员高校对生成式人工智能教育伦理风险的讨论归纳为三个方面,再次分析介绍罗素大学集团面对上述风险的治理路径转变方式与转变原因,最后借鉴罗素大学集团的典型措施,从教导学生正确使用、确保教师主体地位、完善系统管理制度三个层面为我国生成式人工智能教育治理提出完善建议,旨在充分发挥生成式人工智能在教育领域的积极作用,推动数字化教育朝向符合教育伦理的创新和发展。

The generative artificial intelligence represented by ChatGPT has impacted the traditional education model and caused many ethical risks in education.However,the measures taken by Russell University Group to face the risks,which represents the top teaching and research level in the UK,are of great significance.Therefore,this paper took the Russell University Group as the main research object,firstly introduced the current application status of generative artificial intelligence in the field of education faced for students,teachers and the education sectors,then summarized the discussions on the ethical risks of generative artificial intelligence in education in member universities of Russell University Group into three aspects,and further analyzed and introduced the transformation ways and transformation reasons for the governance path of Russell University Group in the face of the above risks.Finally,drawing on the typical measures of the Russell University Group,this paper put forward suggestions for improving the governance of generative artificial intelligence education in China from the three levels of teaching students to use it correctly,ensuring the main position of teachers,and improving the systematic management system,aiming to give full play to the positive role of generative artificial intelligence in the field of education and promote the innovation and development of digital education in line with educational ethics.