生成式人工智能驱动下高等教育个性化的逻辑理路与实践审思

Logical Rationale and Practical Reflection on Personalized Higher Education Driven by Generative Artificial Intelligence

摘要: 在高等教育普及化与数字化转型的双重语境下，如何化解“规模化培养”与“个性化发展”之间的结构性张力，已成为亟待回应的时代命题。生成式人工智能(GenAI)凭借其生成性、交互性与情境感知力，为突破这一工业化教育遗留的困境提供了新的技术杠杆。本文基于技术哲学与教育学视阈，解析GenAI赋能个性化教育的内在机理：即通过重塑“师–机–生”三元主体关系、构建数据驱动的自适应学习闭环以及促成科教融汇的知识生产新形态。然而，技术的深度嵌入亦引发了师生主体性弱化、算法偏见及数据伦理等衍生风险。鉴于此，研究提出应超越单纯的技术工具论，通过构建智慧教育生态、重塑师生数智素养及完善伦理规制体系，探寻技术逻辑与育人规律的辩证统一，以期为高等教育的高质量发展提供理论参照。

Abstract: In the dual context of the massification and digital transformation of higher education, resolving the structural tension between “large-scale cultivation” and “personalized development” has emerged as a pressing proposition of the times. With its inherent generativity, interactivity, and context-awareness, Generative Artificial Intelligence (GenAI) offers a novel technological lever to break through this dilemma inherited from the industrial model of education. From the perspectives of the philosophy of technology and pedagogy, this paper analyzes the intrinsic mechanisms by which GenAI empowers personalized education: specifically, by reshaping the “Teacher-Machine-Student” triadic subject relationship, constructing a data-driven adaptive learning closed-loop, and fostering a new morphology of knowledge production characterized by the integration of science and education. However, the deep embedding of technology also triggers derivative risks, including the weakening of subjectivity, algorithmic bias, and data ethical concerns. Consequently, this study proposes transcending mere technological instrumentalism. By constructing a smart education ecosystem, reshaping the digital-intelligent literacy of teachers and students, and perfecting the ethical regulatory system, it seeks to explore the dialectical unity between technological logic and pedagogical laws, thereby providing a theoretical reference for the high-quality development of higher education.