当代马克思主义价值理论视域下教育数智化的三重向度

Three Dimensions of Intelligent Digital and Intelligent Education from the Perspective of Contemporary Marxist Value Theory

摘要: 以生成式人工智能为核心的数智技术的深度嵌入正在重塑教育的认知生态与实践格局。在目标技术层面，生成式人工智能遵循数据与算法的决策模型，而教育最终目标是促进人的全面发展并与社会发展要求相一致，包含明确的价值导向、道德遵循、人文理念与情感认同，二者之间存在着符号化表达与具身化体验、信息茧房应用效应与自由全面发展目标、市场商业化价值取向与教育主体价值取向的三重结构性张力。从当代马克思主义价值理论审视这一张力格局，需要在技术向度上追问人工智能技术“如何运作”及其认知限度；在实践向度上厘清教育主体“如何使用”及其预期效果；在价值向度上探索“为谁服务”及其防范机制。在当代马克思主义价值理论视域下，研究如何使人与机器、机器与国家之间实现真正的价值对齐，使人工智能真正成为提升教育时代性和实效性的创新力量，而非消解其育人本质的异己力量。

Abstract: The deep integration of intelligent technologies centered on generative artificial intelligence is reshaping the cognitive ecology and practical framework of education. At the level of technological objectives, generative AI operates according to data and algorithm-driven decision models, whereas the ultimate goal of education is to promote the holistic development of individuals in alignment with societal development needs, encompassing clear value orientations, ethical principles, humanistic concepts, and emotional recognition. This creates a triple structural tension between symbolic representation and embodied experience, the application effects of Information Cocoons versus the goal of free and comprehensive development of individuals, and market-driven commercial values versus the value orientation of educational subjects. Viewed from the perspective of contemporary Marxist value theory, examining this tension requires inquiries at the technological level into how AI functions and its cognitive limits; at the practical level, clarifying how educational subjects utilize it and the anticipated outcomes; and at the value level, exploring whom it serves and the mechanisms to guard against misuse. Within the framework of contemporary Marxist value theory, the study explores how to achieve a genuine alignment of values among humans, machines, and the state, ensuring that artificial intelligence becomes an innovative force enhancing the timeliness and effectiveness of education rather than an alien force undermining its fundamental educational purpose.