【作 者】：
张雨强，张淑莉
【关 键 词 】：
教育数字化； 师生情感关系； 情感互惠； 戈夫曼拟剧论； 情感素养
【栏 目】：
理论探讨
【中文摘要】：
数字时代，智能技术在赋能教育系统升级、拓展师生互动路径的同时，也带来诸多数字情感问题。教师教学情感与学生学习情感相互支持的情感互惠关系是超越数字理性、实现情知共生、缓解数字化教学情感问题的有效方式。以戈夫曼拟剧论为分析框架，剖析师生情感互惠关系构建面临的现实困境：临时妥协，数字化表演工具之情感缺失；情感误传与滞后，数字化“人工情感”之反馈异化；去神秘化，数字化前后台之界限模糊；过度推崇，数字化舞台背景之情感风险。在此基础上，分别从“角色塑造”“场景构建”“道具配置”三方面提出解决策略：完善师生多元素养结构，打造有情感温度的教育场域，提升技术工具的现实及潜在效能。从微观社会学角度思考未来教育数字化体系的建设进路，旨在建立一个长期和谐、共生共长的教学情感生态。
【英文摘要】：
In digital age, while intelligent technology empowers the upgrading of education system and expands the interaction path between teachers and students, it also brings many digital emotional problems. The reciprocal relationship between teachers' teaching emotions and students' learning emotions is an effective way to transcend digital rationality, realize the symbiosis of emotion and knowledge, and alleviate the emotional problems of digital teaching. Taking Goffman's dramaturgical theory as the analytical framework, this paper analyzed the realistic dilemma faced by the construction of teacher-student emotional reciprocal relationship, including temporary compromise, emotional absence in digital performance tools; emotion miscommunication and delay, feedback alienation in digital "artificial emotion"; demystification, blurred boundaries between digital front stage and backstage; Excessive Veneration, emotional risks in digital stage contexts. On this basis, from the three aspects of "role shaping", "scene construction" and "props configuration", the solution strategies are proposed: to improve the multifaceted literacy structure of teachers and students, create an educational field with emotional temperature, and enhance the real and potential effectiveness of technical tools. From the perspective of micro-sociology, this paper discusses the way to construct the future education digital system, aiming at establishing a long-term harmonious, symbiotic teaching emotional ecology.