“算法崇拜”到“价值迷失”：数智时代思想政治教育评价的异化风险与匡正路径

From “Algorithm Worship” to “Loss of Values”: Alienation Risks and Rectification Paths in Ideological and Political Education Evaluation in the Digital-Intelligent Era

With the deep integration of digital-intelligent technologies into the evaluation of ideological and political education, a technical logic centered on data-driven and algorithm-optimized approaches has gradually become dominant. This potentially fosters an alienation risk, shifting from “algorithm worship” to a “loss of values.” This paper aims to critically examine the inherent paradox within the evaluation system triggered by this technological turn: when educational activities are reduced to quantifiable behavioral metrics, the ontological function of educational evaluation—namely, promoting the holistic development of individuals—becomes obscured by instrumental rationality, leading to an inversion of ends and means. In practice, goal displacement occurs in evaluation activities, where the behaviors of teachers and students tend to become performative and formalistic. Consequently, core dimensions of student literacy, such as emotional attitudes and value identification, are systematically marginalized in data-driven representations. From a philosophical perspective, the root of this alienation lies in the supremacy of instrumental rationality over value rationality, causing educational subjects to gradually lose their agency and judgment in the face of algorithmic authority. To rectify these deviations, it is imperative to promote a value-oriented return in evaluation philosophy and reconstruct a developmental evaluation paradigm grounded in the fundamental mission of “fostering virtue and cultivating talents.” Specific pathways include establishing a human-machine collaborative evaluation mechanism that reinforces teachers’ professional decision-making authority with algorithmic assistance; deepening the integration of qualitative research and quantitative data to focus on the dynamic value-added aspects of students’ ideological growth; and creating an algorithm review framework aligned with educational ethics to ensure that technological applications consistently serve the holistic development of individuals. Ultimately, the evaluation of ideological and political education in the digital-intelligent era must transcend technological worship and return to the essence of education, seeking a dialectical unity between instrumental rationality and value rationality.

随着数智技术在思想政治教育评价领域的深度渗透，一种以数据驱动、算法优化为核心的技术逻辑逐渐占据主导地位，潜在地催生了从“算法崇拜”到“价值迷失”的异化风险。本文旨在批判性审视这一技术化转向所引发的评价体系内在悖论：当育人活动被简化为可量化的行为指标，教育评价的本体功能——即促进人的全面发展——反而被工具理性所遮蔽，导致目的与手段的倒置。在具体实践中，评价活动出现目标置换现象，师生行为趋于表演化、形式化，而学生的情感态度、价值认同等核心素养维度则在数据化表征中被系统性边缘化。从哲学层面审视，异化的根源在于工具理性对价值理性的僭越，教育主体在算法权威面前逐渐丧失其能动性与判断权。为匡正此类偏离，必须推动评价理念的价值回归，重构以“立德树人”为根本宗旨的发展性评价范式。具体路径包括确立人机协同的评价机制，强化教师在算法辅助下的专业决策地位；促进质性研究与量化数据的深度融合，关注学生思想成长的动态增值；并建立符合教育伦理的算法审查框架，确保技术应用始终服务于人的全面发展。最终，数智时代的思政教育评价应超越技术崇拜，重返教育本质，在工具理性与价值理性的张力中寻求辩证统一。