教育数字人应用:场景分析、风险审视与应对策略

doi:10.16088/j.issn.1001-6597.2025.03.005

摘要/Abstract

摘要： 随着元宇宙技术的发展,数字人应用逐渐成为教育领域的新兴趋向。然而目前对教育数字人的研究多涉及概念探析、技术分析等方面,对其潜藏风险的理性审思略显不足。从内涵、特征和关键技术看,教育数字人在教育资源传播、教育情境构建、教育情感交互等应用场景中发挥积极作用,但存在潜在的数据伦理与资源安全、教学内容的虚实边界模糊以及教学主体的情感弱化等风险,需要从基础支撑、内容界定、主体协同和技术规范等方面进行风险侦测,可采取教育主体和教学内容与数字人良性协同、完善政策法规与监管保障体系、技术赋能提质增效等措施,多途径推动数字人与教育的深度融合及健康发展。

关键词: 教育数字人, 应用场景, 技术伦理, 数据风险, 虚拟学习

Abstract: With the growth of metaverse technology, the application of digital humans has gradually become an emerging trend in the field of education. However, current research often involves conceptual exploration, technical analysis, and lacks rational reflection on their hidden risks. Starting from the intrinsic features and key technologies, this research reveals the positive roles of educational digital humans in scenarios such as dissemination of educational resources, construction of educational contexts, and emotional interaction in education. However, a closer examination exposes potential risks in their educational applications, including issues related to data ethics and scrutiny, the blurred boundary between virtual and real in educational content, and the emotional attenuation of teaching subjects. It is necessary to detect risks and propose strategies from aspects such as foundational support, content definition, subject collaboration, and technical standards. By focusing on the benign collaboration between educational subjects, teaching content, and digital humans, this research aims to improve the policy and regulatory framework, enhance technological empowerment for quality and efficiency, and promote the deep integration and healthy development of digital humans in education.

Key words: educational digital humans, application scenarios, technological ethics, data risk, virtual learning

中图分类号: G43

王娟, 周琼, 张雅君, 王冲. 教育数字人应用:场景分析、风险审视与应对策略[J]. 广西师范大学学报（哲学社会科学版）, 2025, 61(3): 51-62.

WANG Juan, ZHOU Qiong, ZHANG Ya-jun, WANG Chong. Educational Digital Human Application: Scene Analysis, Risk Assessment, and Strategic Responses[J]. Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition), 2025, 61(3): 51-62.

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