华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2024, Vol. 42 ›› Issue (1): 114-126.doi: 10.16382/j.cnki.1000-5560.2024.01.008

• 教育法治 • 上一篇    

教育数字化转型中的算法权力及其规制

杨欣1,2   

  1. 1. 西南大学基础教育研究中心，重庆 400715
    2. 中国基础教育质量监测协同创新中心西南大学分中心，重庆 400715
  • 接受日期:2023-02-28 出版日期:2024-01-01 发布日期:2023-12-28
  • 基金资助:
    中国基础教育质量监测协同创新中心重点项目“大数据时代教育评价技术的改变分析”(202306019BZPK01)；重庆师范大学（人才引进/博士启动）基金“教育数字化转型助力高质量教师教育体系建设研究（23XWB004)

Algorithmic Power and Its Regulation in the Digital Transformation of Education

Xin Yang1,2   

  1. 1. Basic Education Research Center of Southwest University, Chongqing 400715
    2. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Southwest University, Chongqing 400715
  • Accepted:2023-02-28 Online:2024-01-01 Published:2023-12-28

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摘要：

依托框架优势、机器优势和嵌入优势的全新算法，将会随着数字平台的搭建、数据资源的挖掘、“人–机”交互的设计，由单纯的计算工具向事务运行规则转变，进而演变为教育数字化转型中不容回避的权力议题。教育数字化转型中的算法权力既有益于管理风险、规范行为和辅助决策，也可能由于自身的局限以及它与教育之间的冲突，导致教育的风险异化、行为降格和决策失衡。要将算法权力规制到安全、可靠的“笼子”之中，除借助算法目标的教育审查、算法设计的教育解释、算法运行的教育监管、算法应用的教育鉴别、算法信息的教育备案、算法责任的教育认定，以构建从背景、过程到结果的规范机制；还应诉诸教育之于算法的祛魅、平衡与扬弃，以凸显“入乎其内却又出乎其外”的制衡思想。

关键词: 算法权力, 数字化转型, 算法, 算法规制

Abstract:

The brand-new algorithm relying on the advantages of framework, machine and embedding will change from a simple computing tool to a transaction operation rule with the construction of a digital platform, the mining of data resources and the design of human-machine interaction, and then evolve into an unavoidable power issue in the digital transformation of education. Dialectically speaking, the algorithmic power in the digital transformation of education is not only beneficial to managing risks, standardizing behaviors and assisting decision-making; It may also lead to the risk alienation, behavior degradation and decision-making imbalance of education due to its own limitations and the conflict between it and education. In order to regulate algorithm power into a safe and reliable “cage”, in addition to relying on the educational review of algorithm objectives, the educational interpretation of algorithm design, the educational supervision of algorithm operation, the educational identification of algorithm application, the educational filing of algorithm information, and the educational recognition of algorithm responsibility, we should build a normative mechanism from background, process to result. We should also appeal to the disenchantment, balance and sublation of education in algorithm, so as to highlight the balance thought of “inside but out”.

Key words: algorithm power, digital transformation, algorithm, algorithmic regulation