生成式AI赋能大中小学思政课情境教学的伦理风险与治理路径

Ethical Risks and Governance Pathways of Generative AI-Enabled Situational Teaching in Ideological and Political Education across Primary, Secondary, and Tertiary Schools

摘要: 在人工智能技术飞速发展大背景下，统筹推进人工智能与思政课一体化建设深度融合成为一项系统性工程。生成式AI为大中小学思政课情境教学提供了一体化的创新路径，能有效破解传统情境教学资源匮乏的难题，但在实践中也潜藏着价值引领失序、教育主体弱化、数据安全失范、教育公平失衡等伦理风险。文章立足教育数字化与思政课一体化双重背景，在阐释生成式AI赋能情境教学内在机理的基础上，系统剖析伦理风险的表征与成因，从制度规范、技术校准、主体赋能、生态协同四个维度构建系统性治理路径，推动生成式AI在思政课教学中的向善应用，为新时代大中小学思政课一体化高质量发展提供伦理保障与实践支撑。

Abstract: Against the backdrop of rapid advances in artificial intelligence, the integrated and in-depth integration of AI with ideological and political (IPP) courses across all educational levels has become a systemic undertaking. Generative AI offers an innovative pathway for integrated situational teaching in IPP courses from primary to tertiary schools, effectively addressing the long-standing challenge of scarce situational teaching resources. However, in practice, it also harbors potential ethical risks, including the disruption of value orientation, the weakening of educational subjects, data security irregularities, and imbalances in educational equity. Situated at the intersection of digital education transformation and the integrated development of IPP courses, this paper first elucidates the intrinsic mechanisms through which generative AI enhances situational teaching, then systematically analyzes the manifestations and underlying causes of these ethical risks. From four dimensions—institutional regulation, technological calibration, subject empowerment, and ecological synergy—it constructs a systematic governance framework. This framework aims to promote the benevolent application of generative AI in IPP instruction, thereby providing ethical safeguards and practical support for the high-quality integrated development of IPP courses across all school levels in the new era.