This paper provides a systematic deconstruction of the education-focused provisions within China's 2025 State Council directive,the"Al+"Action(Guo Fa No.11).It introduces and develops the theoretical fra...This paper provides a systematic deconstruction of the education-focused provisions within China's 2025 State Council directive,the"Al+"Action(Guo Fa No.11).It introduces and develops the theoretical framework of"state-engineered pedagogy"-the deliberate,top-down use of technology by a state to systematically re-shape teaching and learning processes to align with national economic and strategic objectives.Utilizing a methodology of policy text analysis,comparative policy mapping,and illustrative case studies substantiated with independent evidence,this paper argues that China's strategy aims to construct a new human-machine collab-orative learning paradigm with a dual purpose:to drive domestic educational reform and to cultivate a future workforce capable of securing long-term technological self-reliance and shaping global standards.Through a multi-layered analysis of the policy's architecture,historical evolution,international context,and ethical risks,this paper contends that while the"Al+"mandate promises unprecedented personalization,it also introduces profound risks related to data privacy,algorithmic governance,and the creation of an"algorithmic panopti-con."The execution of this policy thus serves as a critical case study in 21st-century statecraft and the global contest over the future of technology and society.展开更多
文摘This paper provides a systematic deconstruction of the education-focused provisions within China's 2025 State Council directive,the"Al+"Action(Guo Fa No.11).It introduces and develops the theoretical framework of"state-engineered pedagogy"-the deliberate,top-down use of technology by a state to systematically re-shape teaching and learning processes to align with national economic and strategic objectives.Utilizing a methodology of policy text analysis,comparative policy mapping,and illustrative case studies substantiated with independent evidence,this paper argues that China's strategy aims to construct a new human-machine collab-orative learning paradigm with a dual purpose:to drive domestic educational reform and to cultivate a future workforce capable of securing long-term technological self-reliance and shaping global standards.Through a multi-layered analysis of the policy's architecture,historical evolution,international context,and ethical risks,this paper contends that while the"Al+"mandate promises unprecedented personalization,it also introduces profound risks related to data privacy,algorithmic governance,and the creation of an"algorithmic panopti-con."The execution of this policy thus serves as a critical case study in 21st-century statecraft and the global contest over the future of technology and society.
