人工智能時代我國教育法律體系的范式變革

中圖分類號：G642 文獻標志碼：A 文章編號：1673-3851（2025）06-0375-07

Paradigm transformation of China's education law system in the era of artificial intelligence

LU Yuanyuan1.2 ， MIAO Junyi3 （1. International Exchange amp; Cooperation Office， Zhejiang Sci-Tech University，Hangzhou 310018， China；2. Institute of Education， Xiamen University，Xiamen 36lOO5，China; 3.Faculty of Arts，The University of Hong Kong，Hong Kong 999O77， China）

Abstract： In the era of artificial intelligence，the education law system stands at the intersection of intelligent technology and education. The transformation of the education governance model points to the improvement of completeness and inteligence of the education law system； the reshaping of the concept of education points to the enhancement of the applicability and normativity of the education law system；the focus on ethical risks in education points to an increase in the compatibility and foresight of the education law system. Education legislation in the era of artificial inteligence must prudently handle the links and challenges between legal authority and technological change，and regulate the reasonable application of intelligent technology in the field of education on the basis of both scientific and practicality. China's construction of the education law system must balance development with regulation，and innovation with security，to advance educational quality and effectiveness. Accordingly，the following three basic ideas are put forward： it is necessary to correctly deal with the relationship between correctness and innovation; it is necessary to balance the relationship between \"governance of law\" and \"law of governance\"; it is necessary to effectively interpret the relationship between \"passive response\" and \"active actions\".

Key words： artificial intelligence；education law system；education application； education ethics paradigm transformation

黨的二十屆三中全會通過的《中共中央關于進一步全面深化改革、推進中國式現代化的決定》（下文簡稱《決定》）提出：“深化教育綜合改革。加快建設高質量教育體系，統籌推進育人方式、辦學模式、管理體制、保障機制改革。”《決定》還強調要加強重點領域、新興領域、涉外領域立法，圍繞健全國家治理急需、滿足人民美好生活需要必備、維護國家安全所急的法律制度，加快重大制度改革方面的法律修改。這為教育法律體系的建設提出了新目標與新任務。隨著人工智能技術的快速發展，傳統教育模式與教育治理方式正面臨著變革和重塑。如何通過立法規范人工智能技術在教育領域的應用，促進教育公平與教育質量提升，已成為亟待解決的重要課題，

近十年國內關于人工智能教育立法研究中，學界圍繞“技術賦能”與“風險規制\"形成兩大主流觀點。其一，技術治理派立足于工具理性，以算法透明與數據主權為核心，主張通過物質形態的知識化、數據化、信息化與虛擬化，推動法律系統的代碼化、算法化與學習化轉型[1]。技術治理派認為，通過技術制度化，以標準化手段確保算法教育數據的公正性，算法教育過程的透明性和算法教育結果的約束性[2]。其二，倫理風險派認為過度依賴技術方案會侵蝕教育本質，加劇教育鴻溝、資源失衡與主體異化等問題[3。倫理風險派強調，人工智能教育時代更應堅守教育倫理的基本準則和以生為本的價值理念，警視技術狂飆中的價值失序，理性規避可能因工具主義而產生的治理、技術、職業替代等多重風險，著重推進人工智能教育應用的倫理建構4。……