赵 姝 秦 可 黄荣容 霍恒远
（陕西师范大学 教育学部，陕西 西安 710062）
【摘 要】生成式人工智能在教育领域已得到广泛应用，但目前学界对作为核心利益相关者的家长群体对学生应用人工智能的态度仍缺乏关注。本文以人工智能在家庭教育中的应用为研究主题，以国内主流社交媒体平台上家长的评论文本为研究对象，对家长关于人工智能在家庭教育中应用的认知和态度特征做系统的分析。根据2023年至2025年期间形成的评论文本数据，采用隐含狄利克雷分布主题建模、文本情感分析、时间序列分析的方法，从关注主题、情感倾向与演变特征等维度进行深入挖掘。结果显示，家长对AI在家庭教育中应用的关注主要集中在AI引发的教育焦虑、AI支持的服务模式、AI触发的育人反思、AI催生的学习依赖、AI驱动的教育评价、AI提供的心理支持六个方面。情感分析结果表明，家长总体态度是积极的，但也存在着对技术依赖、教育伦理、儿童发展风险的担忧。时间序列分析表明，技术事件对于家长关注度有短期的刺激效应，教育政策、制度性文件的出台对家长态度、持续关注有稳定作用。总体来看，家长对人工智能在家庭教育中应用的态度表现为理性认同与风险警觉并存的特征。文章为引导生成式AI的规范化应用、构建校家社协同治理机制提供了参考。
【关键词】人工智能教育；家长态度；文本挖掘；家庭教育；情感分析；时间序列分析
Parents’ Attitudes toward the Application of AI in Family Education in the Era of “AI + Education”:A Text Mining Study Based on Social Media in China
ZHAO Shu, QIN Ke, HUANG Rongrong and HUO Hengyuan
(Faculty of Education, Shaanxi Normal University, Xi’an 710062, China)
Abstract: Generative artificial intelligence has been widely applied in education, yet the parent group, as a core stakeholder, still receives insufficient attention from academia. This article takes the application of artificial intelligence (AI) in family education as its research topic, uses parents’ comment texts on mainstream domestic social media platforms as its research object, and systematically analyzes the characteristics of parents’ perceptions and attitudes toward the application of AI in family education. Based on comment text data generated between 2023 and 2025, methods including Latent Dirichlet Allocation (LDA) topic modeling, text sentiment analysis, and time series analysis were employed to conduct in-depth mining from dimensions such as topics of concern, sentiment tendencies, and evolutionary characteristics. The results show that parents’ concerns about the application of AI in family education center on six aspects: AI-induced educational anxiety, AI-supported service models, AI-triggered reflections on childrearing, AI-fostered learning dependency, AI-driven educational evaluation, and AI-provided psychological support. Sentiment analysis results indicate that parents’ overall attitude is positive, yet concerns about technological dependency, educational ethics, and risks to child development also exist. Time series analysis reveals that technological events have a short-term stimulating effect on parental attention, while the release of educational policies and institutional documents exerts a stabilizing effect on parents’ attitudes and sustained attention. Overall, parents’ attitudes toward the application of artificial intelligence in family education are characterized by the coexistence of rational acceptance and risk vigilance. This paper provides a reference for guiding the standardized application of generative AI and constructing a home-school collaborative governance mechanism.
Keywords: AI education; parental attitudes; text mining; family education; sentiment analysis; time series analysis
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“人工智能+教育”时代家长对AI在家庭教育中应用的态度研究.pdf
