International Open Access Journal Platform

人工智能赋能小学生个性化教学的伦理困境与规范路径研究

Research on the Ethical Dilemmas and Standardized Pathways of AI-Enabled Personalized Teaching for Primary School Students

赵雪娟¹, 王榕枫¹², 王硕¹, 李晓琦³

Education Study / 2026,8(7): 765-770 / 2026-07-17 16 7

View Download PDF

• Information:

  1．北京联合大学师范学院，北京；
  2．北京联合大学儿童及青少年学习与心理发展研究所，北京；
  3．北京市海淀区中关村第四小学，北京

• Keywords:
  Artificial intelligence; Personalized instruction; Educational equity
  人工智能; 个性化教学; 教育公平
• Abstract: Under the background of the digital intelligence era, artificial intelligence is driving the transformation of primary school education from "technology-assisted teaching" to “differentiated” personalized learning, enabling key functions such as personalized learning diagnosis, customized learning plans, automated homework assessment, and teacher resource support. The primary school stage is a critical period for children’s physical and mental development, characterized by limited cognitive abilities, high susceptibility to environmental influences, and a greater need for emotional support，which makes the ethical dilemmas exposed during the process of technology empowerment become even more prominent. This study focuses on the core issue of “ethical dilemmas and normative pathways of AI-empowered personalized teaching in primary education”, reviews relevant literature on artificial intelligence and personalized teaching, analyzes the current situation and existing problems, and responds to the national strategic deployment of deeply integrating AI technology into education and teaching. It aims to provide theoretical support and practical guidance for the digital transformation of education, ensuring that while technology promotes educational equity and improves teaching quality, it does not harm the physical and mental health or long-term development of primary school students, thus truly realizing the return of the humanistic value of technology-assisted education. 数智化时代背景下，人工智能推动小学教育从“技术辅助教学”向差异化个性化学习转型，能够实现个性化学习诊断、定制化学习方案、自动化作业评估及教师资源支持等关键功能。小学阶段是儿童身心发展的关键期，小学生认知能力有限、易受环境影响、需要更多情感支持等特殊性质，这使得技术赋能过程中暴露出的伦理困境更为突出。本研究聚焦“人工智能赋能小学生个性化教学的伦理困境与规范路径”核心问题，梳理人工智能和个性化教学相关文献，分析现状与问题，回应国家战略部署下人工智能技术深度融入教育教学的时代背景，旨在为教育数字化转型提供理论支持和实践指导，确保技术在推动教育公平、提高教育质量的同时，不损害小学生的身心健康和长远发展，真正实现技术赋能教育的人文本位价值。
• DOI: 10.35534/es.0807134 (registering DOI)
• Cite: 赵雪娟，王榕枫，王硕，等．人工智能赋能小学生个性化教学的伦理困境与规范路径研究［J］．教育研讨，2026，8（7）：765-770．