社会技术系统理论视域下人工智能赋能特殊教育的困境与推进路径研究——以孤独症谱系儿童的情感计算应用为例

Research on the Dilemmas and Promotion Paths of Artificial Intelligence Empowering Special Education from the Perspective of Socio-Technical Systems Theory—Taking the Application of Affective Computing in Children on the Autism Spectrum as an Example

摘要: 将人工智能用于特殊教育，目前面临技术适配性差、人员能力不足、学校支持机制缺失、制度保障滞后等现实问题。本研究借助社会技术系统理论，从技术、人员、组织、环境四个维度分析原因。研究发现，现有系统难以适应特殊儿童的个体差异，教师和家长普遍缺乏应用能力与信心，学校缺乏系统规划与资源整合，责任认定与数据安全规范也不完善。为此，提出推进路径：提升系统的灵活性与个性化，建立分层的教师与家长培训机制，完善学校组织保障和校内外协作，健全责任划分、数据管理和伦理规范。只有技术与社会要素协同改进，才能让智能技术真正服务好特殊教育。

Abstract: The use of artificial intelligence in special education currently faces practical problems such as poor technological adaptability, insufficient personnel capability, a lack of school support mechanisms, and lagging institutional safeguards. This study, drawing on socio-technical systems theory, analyzes the reasons from four dimensions: technology, personnel, organization, and environment. The research finds that existing systems are difficult to adapt to the individual differences of children with special needs; teachers and parents generally lack application skills and confidence; schools lack systematic planning and resource integration; and responsibility identification and data security standards are not fully developed. Therefore, the proposed advancement paths include improving system flexibility and personalization, establishing layered training mechanisms for teachers and parents, enhancing organizational support and cooperation within and outside schools, and perfecting responsibility allocation, data management, and ethical norms. Only through coordinated improvement of both technological and social elements can intelligent technology truly serve special education.