【作 者】：
盛 豪 杰
【关 键 词 】：
脑机接口； 教育教学； 身心健康； 技术效益； 限制立场
【栏 目】：
学习环境与资源
【中文摘要】：
随着脑机接口技术的发展与普及，该技术逐渐被教育教学领域所重视与应用。文章以学生身心健康为核心分析了脑机接口在教育教学中的应用潜力与衍生风险，脑机接口的“读脑”“脑控”“控脑”等三项基本功能可以用于解读学生深层状态、增强学生身体功能以及激发学生认知潜能等潜在场景，但是脑机接口赋能教育教学也存在增加学生精神压力、损伤学生身体健康、动摇学生主体地位等衍生风险。为了保障学生安全、兼顾技术效益，文章认为，在教育教学领域中应用脑机接口应当采用严厉限制的基本立场。在严厉限制基本立场的指导下，脑机接口的应用场景应当被明确划定限制区域，包括年龄限制、类型限制、用途限制、意志限制等。在限制区域之外的应用场景中，脑机接口方可被允许使用以发挥技术对教育教学的变革推动作用。
【英文摘要】：
With the development and popularization of Brain-Computer Interfaces, it has been gradually valued and applied in the field of education and teaching. This paper analyzes the application potentials and risks of Brain-Computer Interfaces in education and teaching, with the focus on students' physical and mental health. The three basic functions of Brain-Computer Interfaces, namely "brain-reading", "brain control", and "controlling the brain", can be used to interpret students' deep state, enhance students' physical functions, and stimulate their cognitive potential. However, Brain-Computer Interfaces empowering education and teaching also have the risks of increasing students' mental pressure, damaging their physical health, and shaking their subject status. In order to ensure the safety of students and take into account the technical benefits, this paper holds that the application of Brain-Computer Interfaces in the field of education and teaching should adopt a strict restrictive basic stance. Under the guidance of the strict restrictive basic stance, the application scenarios of Brain-Computer Interfaces should be clearly defined as restricted areas, including age restriction, type restriction, usage restriction, will restriction, and so on. In application scenarios outside the restricted area, Brain-Computer Interfaces can be allowed to be used to leverage the transformative role of technology in education and teaching.
【下 载】：
脑机接口赋能教育教学的基本立场与应用边界 ——以保障学生身心健康为核心展开