【作 者】：
薛晓琪， 赵晓伟， 沈书生
【关 键 词 】：
数字韧性； 数字韧性构建； 学习主体； 传播理论； 把关人
【栏 目】：
网络教育
【中文摘要】：
数字技术的介入使教育充满变数，在加速学习主体数字化学习进程的同时，也衍生出新的学习风险。如何扬长避短，引导学习主体以相对安全的方式体验数字技术带来的重大利好，成为数字韧性构建的重要任务。研究阐述了当前学习主体可能面临的外部环境变化与潜在学习危机，分析了适应外部变化过程中学习主体数字韧性的内涵演变，并总结了数字韧性的关键特征：动态生成，但有迹可循；弱结构性，但可以增强；不稳定性，但可以掌控。在此基础上，基于韦斯特莱的传播理论，从直接把关人、间接把关人和最终把关人三个方面提出数字韧性培养策略，以期通过利益相关者的协同支持，引导学习主体自觉形成责任担当，持续构建数字韧性，在变革时代健康成长。
【英文摘要】：
The intervention of digital technologies makes education full of variables. While accelerating the digital learning process of learning subjects, it also creates new learning risks. How to maximize the strengths and avoid weaknesses and guide the learners to experience the major benefits brought by digital technologies in a relatively safe manner has become an important task in the construction of digital resilience. This study first elaborates the changes in the external environment and potential learning crises that the learners may face, analyzes the evolution of learners' digital resilience in the process of adapting to external changes, and summarizes the main characteristics of digital resilience: dynamically generated but traceable; weakly structured but can be strengthened; unstable but controllable. On this basis, based on Westerly's communication theory, digital resilience training strategies are proposed from three aspects: direct gatekeeper, indirect gatekeeper and final gatekeeper, in order to guide learning subjects to consciously take responsibility through the collaborative support of stakeholders and continue to build digital resilience and grow healthily in the era of change.