【作 者】：
朱 珂， 张斌辉， 张 瑾
【关 键 词 】：
教育数字化转型； 主体性； 异化现象； 数字化技术； 技术意向性
【栏 目】：
教育数字化
【中文摘要】：
在教育数字化转型过程中，教育主体在与数字化技术的碰撞下面临主体性缺失的风险。文章从主体性概念的哲学探究出发，解析出师生主体性缺失与技术异化问题的内隐与外显现象。师生主体性缺失自然地发生于教学活动中，内隐且难以觉察；技术异化现象具有外显性，代替主体性缺失暴露在观察者的视野之内。基于视角主义理论，从“人”“教育”和“技术”的三重视角和两两关系审视技术异化现象，构建“三位一体”异化关系分析结构。究其异化原因，追溯至一元论和二元论的形而上学根基，通过链式逻辑分别演化出“有机体—环境”和“主客体依存对立”的存在模式，进而衍生出技术意向性和技术不当使用的归因实体。对主体性缺失的现象及原因进行深入剖析，提出主动遵循数字技术的意向性逻辑、借由发展实践修复师生主体性的缺失、超越原有建构模式以回归师生主体性本身的复归策略，以期在推进教育数字化转型中筑牢师生主体性根基。
【英文摘要】：
In the process of digital transformation of education, the subject of education faces the risk of missing subjectivity under the collision with digital technology. Starting from the philosophical exploration of the concept of subjectivity, this paper deconstructs the implicit and explicit phenomena of the lack of subjectivity of teachers and students and technological alienation. The lack of subjectivity of teachers and students occurs subtly in teaching activities, which is implicit and difficult to detect. The technological alienation is explicit, and is exposed to the observer's view instead of the lack of subjectivity. Based on the theory of perspectivism, this paper examines the technological alienation from the triple perspective and the two-two relationship of "people", "education" and "technology", and constructs the analysis framework of the "trinity" alienation relationship. The causes of alienation are traced back to the metaphysical roots of monism and dualism, and the modes of existence of "organism-environment" and "subject-object dependence and antagonism" are evolved respectively through chain logic, and then the attribution entities of technological intentionality and improper use of technology are derived. This paper makes an in-depth analysis of the phenomena and causes of the lack of subjectivity, and puts forward the restoration strategies of actively following the intentionality logic of digital technology, repairing the lack of subjectivity of teachers and students through development practices, and transcending the original mode of construction to return to the subjectivity of teachers and students, so as to build a solid foundation of teacher-student subjectivity in the digital transformation of education.