数智时代教育透明化的风险及应对——以杭州市余杭区X小学为例

Risks and Countermeasures for Educational Transparency in the Era of Digital Intelligence—A Case Study of X Elementary School in Yuhang District, Hangzhou

摘要: 随着大数据与人工智能技术深度渗透教育领域，教育日益走向透明化。以杭州市余杭区X小学为例，该校在智慧校园建设过程中，逐步提升教育管理效率、优化教学流程。但在学校教育透明化转型的同时，也潜藏着多重风险隐患：教育的加速透明不仅助长了教育无意义内卷现象，还以碎片化的时间形态弱化了师生间的深度情感联结；教育的监控透明异化为数字全景监控机制，不仅容易侵犯师生隐私权益，更易冲击教育场域中的信任基础；教育的展示透明引发价值异化问题，一定程度上限制了师生的自我建构能力与自主发展空间；教育的肯定透明又进一步催生同质化困境，容易弱化教育过程中的个体差异，进而对教育的多样性与创造性形成制约。为消解教育透明化风险，应主动减速，重构教育共鸣逻辑；明晰数据边界，强化隐私伦理关照；推动价值转向，促进个体自主回归；倡导多元共生，培育教育系统韧性。在此基础上，还需推动技术回归工具本位，守护育人初心与教育本真，最终达成技术赋能与教育发展的良性共生格局。

Abstract: As big data and artificial intelligence technologies deeply penetrate the education sector, education is becoming increasingly transparent. Take X Elementary School in Yuhang District, Hangzhou, as an example: during the construction of its smart campus, the school has gradually improved educational management efficiency and optimized teaching processes. However, alongside this transition toward educational transparency, multiple risks and hidden dangers lurk: the accelerated transparency of education not only fuels the phenomenon of meaningless educational competition but also weakens deep emotional bonds between teachers and students by fragmenting their time; transparency through surveillance has been distorted into a mechanism of comprehensive digital monitoring, which not only easily infringes upon the privacy rights of teachers and students but also undermines the foundation of trust within the educational setting; transparency through public display gives rise to issues of value distortion, to some extent limiting the self-construction abilities and autonomous development space of teachers and students; and transparency through affirmation further fuels the dilemma of homogenization, which tends to diminish individual differences in the educational process, thereby constraining educational diversity and creativity. To mitigate the risks of educational transparency, we must proactively slow down and reconstruct the logic of educational resonance; clarify data boundaries and strengthen ethical considerations regarding privacy; promote a shift in values to foster a return to individual autonomy; and advocate for diverse coexistence to cultivate the resilience of the educational system. On this basis, we must also promote a return to technology’s role as a tool, safeguard the original intent of nurturing students and the true nature of education, and ultimately achieve a virtuous symbiotic relationship between technological empowerment and educational development.