摘要
全球教育知识生产长期呈现不平等的国际格局,表现在“量”和“质”两个方面。前者表现为发达国家及强势语言在国际学界文章发表数量、文章被引数量上占压倒性优势,后者则体现在西方研究范式及理论在研究运用中处于垄断地位,这种不平等的教育知识生产分工掩盖了本土教育知识的多样性。其中也反映了语言本身所带有的权力结构,也正是这一权力结构使得全球南方的教育知识生产者不得不迎合强势语言及话语,并因此损耗了母语表达的精确与生动。大语言模型的兴起有利于降低门槛,促进全球南方学者以母语参与知识生产。然而,“非中立”“不全面”“不深刻”“存歧义”“有错误”等技术风险与问题亦不容忽视。由此,本研究提出构建“包容性全球教育知识生产共同体”并开启“母语表达”项目,倡导通过跨文化协作与数据共享优化大语言模型训练,既重视技术赋能,亦重视批判性反思,在去殖民化进程中实现全球教育知识生产的多元平等与可持续发展。
The global educational knowledge production has long been con-strained by an unequal international landscape,manifesting in disparities of both"quantity"and"quality".The former is manifested in the overwhelming advantage of developed countries and dominant languages in the number of articles published and cited in the international academic community,while the latter is reflected in the monopoly of Western research,paradigms and theories in research and application,forming an unequal division of labor in the educational knowledge production and obscuring the diversity of local educational knowledge.Behind this is the power structure inherent in language,compelling scholars from the Global South to conform to dominant languages and discourses at the expense of the precision and vibrancy of their native languages.The rise of large language models(LLMs)presents a technological opportunity to lower barriers and facilitate the participation of scholars from the Global South in knowledge production in their native languages.However,technical risks and challenges such as"non-neutrality""incompleteness""lack of depth""ambiguity"and"errors"cannot be overlooked.In response,this study proposes the construction of an"Inclusive Community for Global Educational Knowledge Production"and the initiative of the"Speak in Tongues"project.By advocating for cross-cultural collaboration and data sharing to optimize LLM training,as well as emphasizing technological empowerment and critical reflection,the study seeks to achieve pluralistic,equitable,and sustainable development in global educational knowledge production within the process of decolonization.
作者
滕珺
高晨辉
姜冠群
龚凡舒
Teng Jun;Gao Chenhui;Jiang Guanqun;Gong Fanshu(Institute of International and Comparative Education,Beijing Normal University,Beijing 100875)
出处
《中国远程教育》
北大核心
2025年第7期3-19,共17页
Chinese Journal of Distance Education
基金
北京市社会科学基金2024年度一般项目“国际视野下中国特色教育学自主知识体系建设研究”(项目编号:24JYB010)。
关键词
大语言模型
教育知识生产
全球南方
去殖民化
large language models
educational knowledge production
Global South
decolonization
