智能教育与教学
Journal of Intelligent Education and Teaching
- Publisher:Eastern Sunshine Publishing House Limited
- ISSN Print:3080-8405(P)
- ISSN Online:3080-8413(O)
- Subject Category:Educational Sciences
- Publication Frequency:Monthly
- Submissions:0
- Views:149
Related
- Exploration of Optimization Pathways for Sports and Health Curriculum Teaching in Secondary Vocational Schools
- Research on geography teaching strategy of AI-empowered senior high school under the background of new curriculum reform
- Research on the Teaching of Advertising Design and Cultural Communication Practice of Local Brands in Secondary Vocational Schools from the Perspective of New Media
- The Value Predicament and Regulation of Generative AI-Empowered High School Ideological and Political Courses
- Empowering Advanced Oral Chinese Teaching through Human-AI Collaboration: an Empirical Study
生成式AI融入高校思政教学的风险与对策
Integrating Generative AI into College Ideological and Political Teaching: Risks and Countermeasures
Published: 2026-08-28
Author: 廖海霞 :上海电影艺术职业学院 上海; LIAO Haixia :Shanghai Film Art Academy, Shanghai;
Chinese Abstract: 生成式人工智能的深度介入正在改变高校思政教学的生态，其在提升反馈效率的同时，也对师生信任关系、价值观传导与认知建构形成深层冲击。文章立足Z世代学生的心理特征与技术逻辑的交互作用，揭示了两类核心风险：私密化互动导致的师生信任抽离与风险预警迟滞，算法标准化输出引发的价值观传导阻滞与认知结构失衡。其根源在于技术效率逻辑与思政育德逻辑的内在冲突。化解风险的关键在于构建“AI+辅导员”分层协作的风险预警与干预机制，重塑教师的价值引领主体地位，并依托制度保障维护文化多样性与话语安全，从而实现人机协同育人的良性发展。
Abstract: The pervasive adoption of generative artificial intelligence (AI) is profoundly reshaping the landscape of ideological and political education in higher education institutions. While it improves the efficiency of instructional feedback, generative AI imposes a dual impact on teacher-student trust, value transmission, and cognitive development through its private, non-judgmental interactions and standardized content outputs. Drawing on an analysis of the interplay between the psychological characteristics of Generation Z students and the inherent logic of AI technologies, this paper identifies two core risks: the erosion of teacher-student trust, which delays the early warning of psychological and value-related crises, and the obstruction of value transmission and resulting cognitive imbalance, driven by algorithmic homogenization. These risks stem from the structural tension between the efficiency-oriented logic of technology and the affective resonance-centered logic of moral education. To address these challenges, it is necessary to establish a tiered “AI + counselor” collaborative mechanism for early warning and intervention, reassert teachers' principal role in value guidance, and institute institutional safeguards to preserve cultural diversity. These measures can facilitate a sound model of human-AI collaborative education.
Chinese Keywords: 生成式人工智能；高校思政教学；风险预警；人机协同；价值引导
Keywords: generative artificial intelligence; college ideological and political teaching; risk governance; human-AI collaboration; value guidance