The output logic of Generative artificial intelligence, which seems to be creative but actually predictive, often requires an excessive reliance on the contextual situation to produce results that satisfy users, thereby generating excessive affirmation. In education, such excessive affirmation is mainly manifested as excessive identification in the process of question-solving and answering, performance orientation in resource recommendation, and standard-centrism in performance evaluation. Improper use of generative artificial intelligence will further intensify the degree of excessive affirmation, thereby exposing students to risk of self-boundary crisis, individual self-exploitation, and performance subject burnout. By tracing the generation reasons of excessive affirmation, it can be found that the output of excessive affirmation stemmed from the purposeless, non-reflexive, and value-free algorithmic limitations of generative artificial intelligence. Negation was an instinct of human beings and a unique intelligence that distinguished humans from machines, which ought to be continuously advocated in the educational process. To reasonably and appropriately avoid the excessive affirmation risk of generative artificial intelligence in education, the value of negation should be acknowledged, the authentic self of students should be explored; the myth of performance growth should be dispelled, and the essence of human beings should be returned to; the reward crisis should be broken, and learning to observe should be emphasized.

At present, generative artificial intelligence represented by ChatGPT, has set off a new wave of future education reform. However, the current research on artificial intelligence education has not been located in the “generative” “linguistic undertones”, which makes it impossible to truly explain the underlying causes of the risk of subjective dissolution. While generative philosophy provides a new perspective to analyze the subjectivity of generative artificial intelligence education from the perspectives of subject participation and value choice. From the perspective of generative philosophy, the “generation” of generative artificial intelligence is a kind of “advanced reproduction”, not the “creation” of human beings, and the ambiguity of understanding on the two kinds of “generation” led human beings into a enslaved state dominated and controlled by technologies, resulting in the potential risk of the elimination of subjectivity of human beings This potential risk was manifested as the high belief of human beings in instrumental rationality, the difficulty in discriminating the truth and falsity of generated content, the same property of education strengthened by technical quantitative calculus, and the amplification of moral defects of human beings. To avoid the hidden risks hidden by technologies, it was necessary to change the materialistic tendency of the education process, take the “human being” in education as the core, balance the purpose view of instrumental rationality and value rationality, combine the knowledge view of dialectical criticism and wisdom creation, coordinate the result-oriented and process-oriented ability view, and and take into account the values of algorithm and human beings, so as to discover and reshape the “human beings” who are disciplined by technology in generative artificial intelligence education.

With the development of digital era, the importance of paragramming skills has been self-evident important, but the construction of programming curriculum system is the main is the main crux of the long-term development of programming education in our country. As the source of the development of global programming education, the EU has shown a “phenomenal” chain reaction in the long-term development. Based on this, the paper firstly analyzed the popularization development process, goal orientation, and setting characteristics of programming curricula in the EU. Then, the main patterns of programming curricula in the EU countries were summarized, which included morphologically independent programming courses, programming courses incorporating disciplinary standards, co-created interdisciplinary programming courses, and government-enterprise-academia-research programming courses with participation of the whole people. Finally, based on the tracking and description of the development path and main patterns of programming courses in the EU, this paper was expected to provide suggestions for China’s programming education practical development, including the construction of “compulsory + elective” zipper programming courses form, the development of programming course systems withmulti-disciplinary perspective, the construction of a consistent programming education ecology in collaboration with the government, enterprises, and schools, and the emphasis on the professional training of programming ability of teachers in different disciplines. Through studying the development of programming curriculum in EU, this paper was expected to provide enlightenment and reference for the development of programming education in Chinese primary and secondary schools.

China’s independent knowledge system is a practical gripper and an important forerunner in the construction of education power. The construction of the independent knowledge system of educational technology carries the realistic demand of empowering education power in the digital age, and its reform should start from the situation of educational problems, go beyond the traditional pedagogy barriers, advocate a problem-oriented research paradigm, strengthen interdisciplinary thinking, establish the integration concept of “big educational technology concept”, break through the discipline barrier, and promote the cross-innovation of knowledge system, deepen the positive interaction between theory and practice, be alert to the development bias of “single polarization”, and strive to cultivate new quality talents with compound ability. However, the development process of the independent knowledge system of educational technology is affected by the reform of the knowledge system of educational technology due to the multiple obstacles such as the policy shackles of the construction of first-class disciplines, concept bottleneck of not deep interdisciplinary integration caused by the irrational professional tendency and the practical barrier of the “unacclimated” localization system induced by blind transplantation. The construction of the independent knowledge system of educational technology faced for the construction of education power should be based on the theory of “two combinations” and strengthen the modern interpretation of the excellent traditional Chinese culture. At the practical level, the changes in market demand should be aimed at to plot and serve the overall situation of national development with advanced supply-side planning. At the ideological level, a cross-symbiosis cluster discipline belief community was constructed to enhance discipline cohesion. At the cultural level, the knowledge system with Chinese characteristics was explored according to the concept of diversity and accumulation, so as to better empower the construction of education power with the iterative updating of educational technology knowledge.