【作 者】：
周嘉腾，高 巍，王沁颖
【关 键 词 】：
人工智能； 教学评价； 教育技术伦理； 比斯塔； 教育之弱
【栏 目】：
理论探讨
【中文摘要】：
智能技术在提升教学评价精准性的同时也引发了教育中的规训隐忧与伦理危机。基于比斯塔的理论主张，指出教育技术伦理需要调和“技术之强”与“教育之弱”之间的矛盾以达到“技术向善”的目的。在“教育之弱”的视角下，发现他异技术的强势介入让人的主体化进程遭遇挑战，“算法暴政”凭借强制性力量导致教学偏见隐匿与增强，数字拜物教对人之精神存在的贬抑及其对世界丰富性的遮蔽引发了教学的表现主义危机，问责制与新自由主义治理合谋侵蚀教学评价的制度之善。因而，教学评价智能化转型需要回归教育立场，在以世界为中心的教学中让主体浮现，提升算法决策的开放性和价值敏感性，强化智能化教学评价的人文主义使命，以制度德性引导教学评价的良序善治。
【英文摘要】：
Intelligent technology not only improves the accuracy of teaching and learning evaluation, but also triggers the disciplinary concerns and ethical crisis in education. Based on Biesta's theory, the ethics of educational technology needs to reconcile the contradiction between the "the strength of technology" and "the weakness of education" in order to achieve the purpose of "technology for good". From the perspective of "the weakness of education", it is found that the strong intervention of alterity technology challenges the process of human subjectivation, the tyranny of algorithms leads to the concealment and enhancement of pedagogical biases with its coercive power, the degradation of human spiritual existence and its obscuring of the richness of the world by digital fetishism triggers the crisis of expressionism in teaching, and accountability and neoliberal governance conspire to erode the institutional goodness of teaching and learning evaluation. Therefore, the intelligent transformation of teaching and learning evaluation needs to return to education, let the subject emerge in the world-centred teaching and learning, enhance the openness and value sensitivity of algorithmic decision-making, strengthen the humanistic mission of intelligent teaching and learning evaluation, and guide the good order and good governance of teaching and learning evaluation with institutional virtues.