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人工智能人才是数智时代新质人才培养的重要构成，伦理教育是人工智能人才培养的重要环节，但目前对于“认识与评价”这一人工智能伦理教育的方向性问题尚没有清晰的把握。基于人工智能伦理的学科交叉属性，学科交叉度能够为明晰人工智能伦理教育的“是”与“应当”提供理论视角。人工智能伦理教育根据学科交叉程度由弱到强可分为多学科、跨学科、超学科三种类型。以独立伦理课程为表征的多学科类型是当前人工智能伦理教育的主流形式，代表人工智能伦理教育的现实境界。以嵌入式伦理模块为表征的跨学科类型主张将伦理教育融入技术课程，能够弥合多学科类型在教育目标达成度方面的不足，代表人工智能伦理教育的发展境界。超学科类型虽尚未实现落地，但其因具有“跨界合作-知识整合-解决问题”的核心特质，能够突破跨学科类型的效果上限，代表人工智能伦理教育的理想境界。基于教育效果与开展难度的综合考量，人工智能伦理教育应以达到跨学科层次为基本要求，并在此基础上探索超学科层次的达成路径。
Abstract：Artificial intelligence talents play a crucial role in the cultivation of new talents in the digital intelligence era, and ethical education is a critical component of nurturing these talents, yet there is currently no clear grasp on the directional issue of “understanding and evaluation”in artificial intelligence ethics education. Based on the interdisciplinary nature of artificial intelligence ethics, the degree of interdisciplinarity can provide theoretical perspectives for clarifying the “is” and “should be” of artificial intelligence ethics education. According to the degree of interdisciplinary crossing, artificial intelligence ethics education can be divided into three types: multidisciplinary, interdisciplinary, and transdisciplinary. The multidisciplinary type represented by independent ethics courses is the mainstream form of current artificial intelligence ethics education, representing the practical realm of artificial intelligence ethics education. The interdisciplinary type represented by embedded ethics modules advocates integrating ethics education into technical courses, bridging the gap in educational goal achievement seen in the multidisciplinary type, representing the developmental realm of artificial intelligence ethics education. Although the transdisciplinary type has not yet been implemented, its core characteristics of “cross-border collaboration-knowledge integration-problem solving” can break through the effectiveness limit of the interdisciplinary type, representing the ideal realm of artificial intelligence ethics education. Based on a comprehensive consideration of educational effectiveness and implementation difficulty, artificial intelligence ethics education should have achieving interdisciplinary levels as a basic requirement and explore paths to achieve transdisciplinary levels on this basis.
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(1)近年来，国内外各大高校纷纷开设“人工智能”专业或“人工智能+X”专业。截至2022年，我国已有499所院校获得建设人工智能本科专业的资格。
(1)此处的“教学大纲”是Syllabus一词的中译，源自希腊语Syllibos，指代具体课程开展的结构化与官方性文本。这不同于我国“指导教学活动及教材编写的纲领性文件”的教学大纲概念。为进行区分，我国学者亦将Syllabus译作“课程实施大纲”。
(1)早在1979年，美国哲学家约瑟夫·科克尔曼斯(Joseph Koevermans)便将超学科定位于科学技术的哲学和教育维度，并致力于使教育和研究更具社会相关性。参见Hadorn,Gertrude Hirsch,et al.,eds. Handbook of transdisciplinary research[M].Dordrecht:Springer,2008.400.
(1)美德是“稳定、深刻和持久的性格的集合，这些性格定义了我们是谁，并塑造了我们典型的思考、感觉和行为方式”，因此，并不存在单独指涉特定领域的人工智能美德，之所以强调上述几种美德，是因为它们是激发个人践行超学科人工智能伦理知识的动力，而适用于人工智能伦理领域。
基本信息:
DOI：
中图分类号:G434
引用信息:
[1]白钧溢,于伟.人工智能伦理教育的三重境界[J].中国电化教育,2025,No.458(03):11-19.
基金信息:
2022年度国家社科基金教育学青年课题“‘双减’背景下技术赋能学校、家庭、社会协同育人体系构建研究”(课题编号：CAA220306)研究成果