评价理论态度视域下人工智能教育议题的话语建构——以联合国教科文组织《AI与教育：保护学习者权利》为例
Discourse Construction on the Topic of Artificial Intelligence in Education from the Perspective of Appraisal Theory’s Attitude System—A Case Study of UNESCO’s AI and Education: Protecting the Rights of Learners
摘要: 本研究基于系统功能语言学中的评价理论，具体采用其“态度系统”(包含情感、判断、鉴赏三个子系统)，对联合国教科文组织(UNESCO)发布的报告《AI与教育：保护学习者权利》的核心章节进行了话语分析。研究采用定量统计与定性分析相结合的方法，旨在探究该报告在人工智能教育议题上如何建构其话语立场和价值导向。文章结论认为，UNESCO通过这套话语策略，成功建构了一个权威、平衡且具有建设性的立场，这为理解全球教育治理中的技术伦理话语提供了视角，并对国内相关政策制定和媒体报道具有借鉴意义。
Abstract: Based on the Appraisal Theory within Systemic Functional Linguistics, specifically employing its Attitude System (comprising the three subsystems of Affect, Judgment, and Appreciation), this study conducts a discourse analysis of the core chapters of the UNESCO report AI and Education: Protecting the rights of learners. By combining quantitative statistics with qualitative analysis, the study aims to explore how the report constructs its discursive stance and value orientation on the topic of artificial intelligence in education. The article concludes that UNESCO successfully establishes an authoritative, balanced, and constructive stance through this set of discursive strategies, offering a perspective for understanding the discourse of technological ethics in global educational governance and providing insights for relevant policy formulation and media reporting in China.
文章引用：徐佳欣. 评价理论态度视域下人工智能教育议题的话语建构——以联合国教科文组织《AI与教育：保护学习者权利》为例[J]. 现代语言学, 2026, 14(4): 291-300. https://doi.org/10.12677/ml.2026.144295

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