人工智能视野下的学前教育：赋能、风险与治理

Early Childhood Education from the Perspective of Artificial Intelligence: Empowerment, Risks and Governance

摘要: 人工智能应用于学前教育，为教学模式创新、教育资源整合以及个性化学习支持带来了全新可能，在提升教学效率与优化学习体验等方面展现出显著价值。然而，其应用也为儿童发展、教师教学、家园共育带来了风险，因此为推动人工智能在学前教育领域的良好发展，通过赋能、风险以及治理三个维度，研究人工智能在学前教育中的应用现状、潜在风险以及治理路径，推动学前教育在人工智能赋能下实现高质量发展，以期为构建良好的人工智能学前教育生态系统提供参考。本研究基于皮亚杰的认知发展理论和维果茨基的社会文化理论框架，通过案例分析等方法，深入探讨了AI技术在学前教育中的实际应用效果。研究发现，AI技术能够有效支持儿童“最近发展区”内的学习，但过度依赖技术可能影响儿童自主探究能力的发展。研究建议建立“技术–教育–发展”三位一体的治理框架，平衡技术创新与儿童发展需求。

Abstract: The application of artificial intelligence in early childhood education has brought new possibilities for teaching model innovation, integration of educational resources and personalized learning support, demonstrating significant value in improving teaching efficiency and optimizing learning experience. However, its application also brings risks to child development, teacher teaching and home-kindergarten co-education. Therefore, to promote the good development of artificial intelligence in the field of early childhood education, this paper studies the application status, potential risks and governance paths of artificial intelligence in early childhood education through three dimensions of empowerment, risks and governance, so as to promote the high-quality development of early childhood education empowered by artificial intelligence, with a view to providing reference for building a good artificial intelligence early childhood education ecosystem. Based on Piaget’s cognitive development theory and Vygotsky’s sociocultural theory framework, this study deeply explores the practical application effects of AI technology in early childhood education through case analysis. The study found that AI technology can effectively support children’s learning within the “zone of proximal development”, but over-reliance on technology may affect the development of children’s independent inquiry ability. The study suggests establishing a trinity governance framework of “technology-education-development” to balance technological innovation and children’s development needs.