自适应学习系统在K-12教育中的伦理风险互动机制研究

A Study on the Ethical Risk Interaction Mechanism of Adaptive Learning Systems in K-12 Education

摘要: 自适应学习系统在K-12教育中的广泛应用，使技术伦理与教育伦理形成了复杂的互动关系。本文以自适应学习系统为研究对象，首先从数据伦理与算法伦理两个维度阐释其技术伦理的基本框架，继而从主体自主、师生关系、教育公平与全面发展四个维度揭示K-12教育伦理的核心关切。在此基础上，本文提出技术伦理与教育伦理之间存在价值侵入与伦理稀释、风险转移与责任模糊、代理关系与角色重构、尺度扩展与效应放大四种互动机制，并进一步分析从技术伦理问题到教育伦理风险的嵌入、转化、放大三阶段生成路径。研究表明，自适应学习系统的伦理风险本质上源于离身的技术逻辑与具身的教育实践之间的结构性张力。纾解风险的路径在于推动二者从冲突走向动态平衡，在坚守K-12教育育人本质的前提下实现技术的向善应用。

Abstract: The widespread application of adaptive learning systems in K-12 education has created a complex interaction between technological ethics and educational ethics. This paper takes adaptive learning systems as its research object, first explaining the basic framework of its technological ethics from the two dimensions of data ethics and algorithm ethics, and then revealing the core concerns of K-12 educational ethics from four dimensions: subject autonomy, teacher-student relationship, educational equity, and holistic development. Based on this, this paper proposes four interactive mechanisms between technological ethics and educational ethics: value intrusion and ethical dilution, risk transfer and responsibility ambiguity, agency relationship and role reconstruction, and scale expansion and effect amplification. Furthermore, it analyzes the three-stage generation path from technological ethical issues to educational ethical risks: embedding, transformation, and amplification. Research shows that the ethical risks of adaptive learning systems essentially stem from the structural tension between the detached technological logic and the embodied educational practice. The path to alleviating these risks lies in promoting a dynamic balance between the two, achieving the benevolent application of technology while upholding the educational essence of K-12 education.