中国电化教育

把新型人工智能技术运用到高等教育之中的呼声一直存在，ChatGPT模型的更新迭代以及相关管理办法的施行，为高教德育引入新型技术提供了现实基础。因此，该文以ChatGPT为例分析人工智能领域在高教德育的应用问题并借助相关服务管理办法予以治理。但是，从目前ChatGPT的发展方位来看，ChatGPT造物尚未具备道德情感，这决定了ChatGPT模型不可能参与到高教德育这一有关人的道德素养、政治立场、知识品性的关键育人环节之中。诚然，ChatGPT的出现促使高等教育获得了对智能时代的问题意识和思维方式，相应的技术运用也通过新奇、便捷、多元的方式提升了高教德育的灵活性和说服力，甚至在具体的教育教学工作之中填补了人力资源的不足。但是这仍然不足以使我们把高教德育转变为“技术主导”而非“政治主导”，这是由于ChatGPT作为技术问题不能与马克思主义基本原理和社会主义道路下人的道德水准建立因果关系，不能把其新奇和多元的属性与高教德育实效建立起必然关系，也不能抛开其高昂的运作和维护成本而空谈其收益。因此在ChatGPT模型无法发展出道德感的情况下，高教德育之中的人工智能也必然是工具性的。

There has always been a call for the application of new artificial intelligence technologies to higher education. The ChatGPT model represents the strongest artificial intelligence technology in humans at present, which has gradually formed a realistic foundation for introducing new technologies into moral education in higher education. Therefore, this article takes ChatGPT as an example to analyze the application of artificial intelligence in moral education of higher education. However, from the perspective of the current development direction of ChatGPT, ChatGPT creations do not yet possess moral emotions, which determines that ChatGPT models cannot participate in the key education process of moral literacy, political stance, and intellectual character in higher education. Admittedly, the emergence of ChatGPT has enabled higher education to gain awareness of issues and ways of thinking in the intelligent era. The application of corresponding technologies has also improved the flexibility and persuasiveness of moral education in higher education through novel, convenient, and diverse ways, and even filled the gaps in human resources in specific educational and teaching work. However, this is still not enough to enable us to transform moral education in higher education into a “technology led” rather than a “political led” one. This is because ChatGPT, as a technical issue, cannot establish a causal relationship with the basic principles of Marxism and the moral standards of people under the socialist road, cannot establish a necessary relationship between its novel and diverse attributes and the effectiveness of moral education in higher education, nor can it empty talk about its benefits without setting aside its high operating and maintenance costs. Therefore, in the case where the ChatGPT model cannot develop a sense of morality, artificial intelligence in higher education moral education must also be instrumental.