【作 者】：
陈 港, 姚 尧
【关 键 词 】：
数智时代； 自反性； 主体性； 技术伦理； 生命自觉
【栏 目】：
理论探讨
【中文摘要】：
数智时代下，学生在数智技术的影响下呈现出正反两面的主体状态。研究发现：学生的主体状态在教育数智治理中，表现为数据性与隐控性；在虚实交融空间中，表现为跨界性与去场性；在智慧学习中，表现为增智性与减智性。这种状态可描述为主体的“自反性”，即主体在数智技术的影响下被动地自我对抗，其蕴藏着学生与技术的对立和学生与自我本质的对立关系。研究认为，亟须一种双重的教育责任观去应对“自反性”的主体。一方面，为朝向技术伦理的“技道”教育；另一方面，为指向生命自觉的“人道”教育。实现“技道”与“人道”的共鸣是化解学生“自反性”状态的取径。教育实践中，应在“教育—技术—主体”的整体式网络中：（1）塑造“技术人文”理念，实现价值引领；（2）推进技术“人道化”，调适主体行动；（3）践行主体间性理念，规约人技关系。
【英文摘要】：
In the era of digital intelligence, students have shown both positive and negative aspects under the influence of digital intelligence technology. The study found that: in the digital governance of education, it is characterized by data and hidden control; in the space where reality and virtuality intertwined, it is characterized by cross-borderness and removal of fields; in smart learning, it is characterized by intelligence enhancement and intelligence reduction. This state can be described as the subject's "reflexivity", that is, the subject passively confronts itself under the influence of digital intelligence technology. It contains the opposition between students and technology, and the opposition between students and the essence of self. According to the study, we urgently need a new concept of educational responsibility to deal with "reflexive" subjects. On the one hand, we should build a "technology-tao" education towards the ethics of technology; on the other hand, we should develop a "humanitarian" education towards consciousness of life. Realizing the resonance between "technology-tao" and "humanitarian" education is the way to resolve students' "reflexive" state. In the practice of education, we should in the overall network of "education-technology-subject": (1) shape the concept of "technology and humanities" and realize value guidance; (2) promote the "humanization" of technology and adjust the actions of the main body; (3) practice intersubjectivity and regulate the relationship between people and technology.