【作 者】：
张 靖 卉
【关 键 词 】：
数字教材； 课堂教学； 认知意向； 身份危机； 主体意识
【栏 目】：
其他
【中文摘要】：
新一代人工智能与教育数字化转型融合背景下，数字教材作为核心教学资源成为实现课堂育人方式转变的重要议题。技术赋能下的数字教材将打破传统教学局限，重构教学资源边界、多元主体权力边界、学习者身心边界和课堂时空边界。然而，数字教材在给课堂教学带来崭新局面的进程中也暗藏风险，具体表现为数字异化导致的认知意向裹挟、权力互涉下的身份认同困境、学习过程“去身化”下的人格分化及技术规训下的主体意识丧失。鉴于此，应从数字教材的设计与使用双向视角探寻化解忧患的超越向度。在设计维度，数字教材应建构“跨界融合”与“有限开发”的知识体系、营造多元主体价值拟合的动态权力系统、构筑“身体—技术—心灵”全人发展的育人机制；在使用维度，需突破技术工具理性的规制、彰显使用者主体性，探索人机协同视域下的数字教材使用模式。
【英文摘要】：
Under the background of the integration of new generation artificial intelligence and digital transformation of education, digital teaching materials, as the core teaching resources, have become an important issue in realizing the transformation of classroom teaching methods. Technology-enabled digital teaching materials will break the limitations of traditional teaching and reconstruct the boundary of teaching resources, the power boundary of multiple subjects, the physical and mental boundary of learners, and the boundary of classroom space and time. However, digital teaching materials have also hidden risks, specifically manifested as the cognitive intention binding caused by digital alienation, the identity dilemmas under the power inter-involvement, the personality differentiation under the "disembodiment" of the learning process, and the loss of subject consciousness under the technical discipline. In view of this, it is necessary to explore the transcendental dimension that resolve the problems from both design and use of digital teaching materials. In the design dimension, digital teaching materials should construct a knowledge system of "cross-boundary convergence" and "limited development", create a dynamic power system that fits the values of multiple subjects, and construct a "body-technology-mind" mechanism for whole-person development. In the use dimension, it is necessary to break through the regulation of technological instrumental rationality, return to one's own subjectivity, and explore the use mode of digital teaching materials from the perspective of human-computer collaboration.