本研究首先从分析当前世界发展的大环境入手，厘清教育所处的时代背景对本研究主题的影响。然后挖掘当前现实教育场景中存在的治理难题、治理场景，以及智能技术环境下教育主体面临的现实困境，确定本研究的工作场域。在确定研究问题阶段，坚持问题解决导向，制定智能技术环境下教育实践主体行为失范的判定标注；通过梳理现有的技术应用失范、技术引发的教育问题、伦理问题等，明确智能技术应用不当引发的教育主体行为失范分析框架；在这一基础上，确定智能技术环境下教育主体行为失范的形成原因，从而厘清治理场景和对象；通过提出可指导实践的“教育领域中智能技术治理体系”，旨在形成智能时代教育智能技术治理及相关教育主体规制的解决方案。

本研究遵循“困境剖析——具体问题描述——归因阐释——解决方案设计”的研究逻辑，整个研究共分为三个子研究。子研究一：讨论智能技术治理的动因，并借助普通人的视角描述当前智能技术环境中多元教育主体面临的现实困境，主要分为两个具体研究问题：首先，厘清智能技术的治理动因，基于Vague集的专家模糊综合评价，分析智能时代技术驱动教育变革的基本方向有哪些，从时代的背景出发，明确智能技术进入教育领域存在的问题，进一步明确干预方向；其次，探讨智能技术环境下教育实践主体面临的现实问题，通过对生活在“农村-县城-城市”不同社会发展区域的“祖-父-孙”三代人进行观察和访谈，从普通人的视角阐述智能技术带来的教育现实问题，旨在为厘清现实问题、探索治理机制等提供指导。子研究二：讨论了教育智能技术治理中的主体困境及其生成逻辑，首先，确定智能技术环境下教育主体行为失范的判定标准和判定流程，用以评估教育主体的某一行为是否由于智能技术使用不当、认识不足、刻意为之等原因造成的；其次，通过对多案例进行扎根理论的编码分析，梳理出当下由于智能技术进入教育场景而导致的失范与行为异化有哪些，并进行分类、形成问题集合；然后，进行归因阐释，通过对主观的访谈数据、客观的文献与报告等数据进行编码分析，探索智能时代教育主体行为失范是如何发生的。子研究三：讨论了教育领域中智能技术治理的问题分析及治理体系构建。首先，通过对多个领域的专家进行访谈，利用扎根理论提炼出教育领域中智能技术治理的基本要素，并对治理过程中可能面临的问题进行分析和预判；其次，构建教育领域中智能技术的治理体系，并回应“智能技术背景下如何开展相关治理实践？”这一问题，以期为不同的治理主体提供行动指导。

研究结果表明：（1）智能技术渗透下的教育实践主体面临困境、混乱、妥协、矛盾与冲突等多种困扰，如技术占有和资源使用存在巨大差距、主体在虚实融合中穿梭造成其身份认同异化、家长和教师等传统的权力主体开始向技术转让自身的教育权力、学生个体成长与思维发展呈现出事物发展的两个极端、正规教育与非正规教育之间存在着巨大的冲突等。（2）智能技术环境下教育主体行为失范具有多个观察视角：从主体视角来看，多元主体的行为失范之间存在差异性。并且，智能技术环境下教育主体行为失范的影响因素包含六个方面，如个人不断在价值理性与工具理性的冲突中寻求平衡导致个体行为失范等。据此能够为政策制定、相关部门干预、个人自查自省、社会组织行动起来共同参与等提供理论依据和实践指导。（3）教育领域中智能技术治理的基本要素体系主要包含四个维度，即治理规则、治理结构、治理机制以及治理进程。（4）教育领域中开展智能技术治理主要存在五个方面的问题：亟需提升多元主体对智能技术的理解以完善价值判断、多元主体对不同治理要素的关注度差异较大、教育主体素养有待提升影响治理实践的有效推进、组织缺陷限制治理结构完善与运行效率、多元主体开展自律与他律的限度均不明晰。（5）教育领域中智能技术治理体系构建的三个关键点：治理规则和治理结构是治理体系构建的基础、构建“自律-他律-法律”的层次化策略是治理机制的核心、教育改革依赖于更大范围内教育实验生产有效的治理理论。（6）“教育领域中智能技术的治理体系模型”能够用于指导治理实践的开展，且治理规则的核心在于明确治理原则与治理标准、治理结构应明确目标和干预模式以及治理主体、治理机制应关注技术规范与主体规制策略的设计和运行、治理进程重视社会实验及其评估反馈；在实践中，应建立伦理规范、完善监管机制、推动立法进程、落实实际行动，推动多元主体积极参与治理实践。

本研究创新点主要体现在：（1）在研究视角方面，将视角从人工智能、互联网、大数据等技术维度，转向智能技术环境下参与教育实践活动的主体人；（2）在研究内容方面，探索多元教育实践主体行为失范的具体表现、类型及其产生的原因，从而为针对性实施干预、设计治理体系和完善治理机制提供参考依据；（3）在实践指导方面，构建了“教育领域中智能技术治理体系”，能够支持在真实场景中指导智能技术治理实践，为国家相关部门、社会组织及个人开展各类教育主体行为的规制、政策制定、教育智能产品准入与评测等提供实践指导，科学规范地支持教育实践发展。

This study begins with the analysis of the current world development environment and clarifies the impact of the educational background on the research topic. Then, the governance problems and governance scenarios existing in the current realistic education scenarios, as well as the realistic dilemmas faced by education subjects in the intelligent technology environment, are explored to determine the work field of this study. At the stage of determining the research problem, the author insists on the orientation of problem solving and makes the judgment labels of the educational practice subject's behavior anomie under the environment of intelligent technology. By sorting out the existing technical application anomie, education problems caused by technology, ethical problems, etc., the analysis framework of educational subject behavior anomie caused by improper application of intelligent technology is clarified. On this basis, the causes of educational subjects' behavior anomie under the environment of intelligent technology are determined, and the governing scenes and objects are clarified. By breaking through the existing standard system and improving the operating mechanism of technology governance, this paper puts forward the "intelligent technology governance system in the field of education" which can guide the practice, aiming to form the solution of educational intelligent technology governance and related educational subject regulation in the intelligent era.

This research follows the research logic of "Dilemma Analysis -- Specific Problem Description -- Attribution Explanation -- Solution Design". The whole research is divided into three sub-studies. Sub-study 1: Discusses the motivation of intelligent technology governance, and describes the realistic dilemma faced by the subjects of multiple education in the current intelligent technology environment from the perspective of ordinary people. It is mainly divided into two specific research questions: First of all, the governance motivation of intelligent technology is clarified. The basic direction of education reform driven by intelligent technology in intelligent era is analyzed. The existing problems of intelligent technology entering the field of education are clarified, and the intervention direction is further clarified. Secondly, this paper discusses intelligent technology environment education practice subject facing the reality of the problem, through to the living in the Countryside - the County - the City, this paper observed and interviewed the ordinary people, exploring the governance mechanism of clarifying to offer guidance. Substudy 2: Discuss the main trouble and its generation logic in inteligent technology governance. First of all, determine the inteligent technology environment education main body behavior anomie decision criteria and decision processes, to assess whether education the main body of a certain behavior due to improper use inteligent technology, trying to be insufficient understanding, causes such as; Secondly, through the multi-cases coding analysis of Grounded Theory, the current anomie and behavior alienation caused by the entry of intelligent technology into the educational scene are sorted out and the problem set is formed. Then, attribution analysis is carried out to explore how educational subjects' behavior anomie occurs in the intelligent age through coding and analysis of subjective interview data, objective literature and reports. Substudy 3: Discussed the problem analysis and governance system construction of intelligent technology governance in the field of education. Firstly, through interviews with experts in various fields, the basic elements of intelligent technology governance in the field of education are extracted using grounded theory, and the problems that may be faced in the process of governance are analyzed and predicted. Secondly, this research built a governance system for intelligent technology in education, and responded to the question "How to carry out relevant governance practices in the context of intelligent technology?", in order to provide action guidance for different governing bodies.

The results show that: (1) The subject of educational practice under the penetration of intelligent technology is confronted with difficulties, confusion, compromise, contradictions and conflicts, etc. There is a huge gap, such as technical possession and resource use, the main body in the actual fusion shuttle cause its identity dissimilation, parents and teachers the power of the traditional subject to technology transfer their own education, students' individual growth and development of thinking power developing things between the two extremes, formal education and informal education there is a huge conflict, etc. (2) In the intelligent technology environment, the educational subject's behavior anomie has multiple observation perspectives: From the subject's perspective, there are differences among the diverse subjects' behavior anomie; From the perspective of type, the educational subject's behavior anomie in the intelligent technology environment can be divided into four types: deviating from the ethical (moral) norms, violating the industrial and technical standards, deviating from the educational system constraints, and violating the bottom line principle of law. From the perspective of structure, there is an evolutionary relationship between anomie behaviors. (3) Intelligent technology environment influence factors of education main body behavior anomie mainly includes six aspects: individual consciousness, organizational factors and the objective law, technical defects, lack of human nature as well as standard lag, accordingly to intervention policies, related departments, personal introspection introspection and action to participate social organization to provide theoretical basis and practical guidance. (4) The basic element system of intelligent technology governance in the field of education mainly contains four dimensions, governance rules, governance structure, governance mechanism and governance process. (5) There are five main problems in implementing intelligent technology governance in the field of education: multiple subject needs to improve the understanding of intelligence technology to improve the value judgment; multiple subject awareness of different governance elements are different; the education quality to enhance influence governance practice effective propulsion; tissue defects restricted governance structure to improve the operating efficiency; multiple main body to carry out the measure of self-discipline and heteronomy are unclear. (6) Three key points in the construction of intelligent technology governance system in the field of education: governance rules and governance structure are the foundation of governance system construction; the hierarchical strategy of "self-discipline - heteronomy - law" is the core of governance mechanism; education reform relies on education experiment to produce effective governance theory in a larger scope. (7) "In the field of education management system model of Intelligent Technology" can be used to guide the governance practice, and the core of governance rules is clear governance principles and standards of governance; governance structure should be clear objectives and intervention model and governance; governance mechanism should pay attention to technical specifications and subject regulation strategy attaches great importance to the social experiment design and operation, management process and its evaluation feedback. At the same time, the establishment of ethical norms, improve the supervision mechanism, promote the legislative process, the implementation of practical actions are important to promote the multi-subject participation in governance practice.

The innovation of this research is mainly reflected in :(1) In terms of research perspective, the research perspective is shifted from artificial intelligence, Internet, big data and other technical dimensions to subjects participating in educational practice activities under intelligent technology environment. (2) In terms of research content, explore the specific manifestations, types and causes of anomie of the subjects of diversified education practice, so as to provide reference for targeted intervention, design of governance system and improvement of governance mechanism. (3) In the aspect of practice guidance, build the management system "Intelligent" in the field of education technology, can support guide intelligent technology governance practice in the real scene, as a national related departments, social organizations and individuals to carry out all kinds of education main body behavior regulation, policy making, intelligent products access to education and evaluation etc. Provide practice guidance, scientific and standardized to support the development of the education practice.