【作 者】：
董倍宏， 杨 剑
【关 键 词 】：
教育数字化转型； 数字技术； 不确定性风险； 风险治理
【栏 目】：
教育数字化
【中文摘要】：
教育数字化转型是推进中国教育事业发展的重要方式。研究从技术哲学视域出发，整合“技术—主体—情境”的分析框架，从这三个维度阐释了教育数字化转型的复合意涵：既包括数字教育技术的创新和应用，也包括教育行动主体数字素养的提升，共同形塑着现阶段中国教育体系全新的发展方向和实践形态。客观而言，如今教育数字化转型在创新教育方式、提高教学效率的同时，也可能造成注意力失焦和新型数字排斥、行动主体数字胜任力脱嵌、教育异化等多重不确定性风险，限制中国教育水平与教育质量的提高。对此，研究认为不仅需要从技术维度推进数字教育技术的韧性运用，还要从主体维度提升多元行动者的数字胜任力，更为重要的是推动数字教育中的主体性回归。
【英文摘要】：
Digital transformation of education is an important way to promote the development of education in China. From the perspective of philosophy of technology, this study integrates the analytical framework of "technology-subject-context", and explains the compound meaning of the digital transformation of education from these three dimensions: both the innovation and application of digital education technology and the improvement of digital literacy of educational subjects jointly shape the new development direction and practical form of China's education system at the present stage. Objectively speaking, while innovating education methods and improving teaching efficiency, the digital transformation of education may also lead to multiple uncertainty risks such as attention deficit, new types of digital exclusion, subject's de-embedding of digital competence, and educational alienation, which will limit the improvement of China's education level and education quality. In this regard, this study argues that it is necessary not only to promote the resilient application of digital education technology from the technical dimension, but also to enhance the digital competency of multiple actors from the subject dimension, and more importantly, to promote the return of subjectivity in digital education.