【作 者】：
王 丹， 张 琪
【关 键 词 】：
数智时代； 社会加速批判理论； 教师主体性； 主体异化； 超越路径
【栏 目】：
学科建设与教师发展
【中文摘要】：
提升教师创新发展水平是数智时代教育的核心问题。文章基于社会加速批判理论，综合使用理论分析与逻辑推演方法，从科技加速、社会变迁加速和生活步调加速三重维度解构教师主体性异化的生成机理，从本体论、认识论与价值论层面深入剖析教师主体性异化生成的底层逻辑，探索教师主体性发展的超越与复归。研究表明：科技加速导致教师主体创造性缺失；社会加速导致教师主体情感缺失；生活步调加速导致教师主体自主性缺失。教师主体性异化的深层根源在于本体层面对超脱肉身体验的狂热探究及内在焦虑、认识层面对技术的盲目崇拜以及价值层面坚持资本规训。据此提出三条超越路径：一是促进教师在寻求真我中探寻情理共鸣；二是推动教师在不受掌控中回归教育的本质；三是引领教师在开放共鸣中成就自我。
【英文摘要】：
Enhancing the innovative development level of teachers is a core issue in education in the digital intelligence era. Grounded in the critical theory of social acceleration, this paper employs theoretical analysis and logical deduction to deconstruct the generative mechanism of teacher subjectivity alienation from three dimensions: technological acceleration, social transformation acceleration, and the acceleration of the pace of life. It also dissects the underlying logic of teacher subjectivity alienation from the perspectives of ontology, epistemology and axiology, explores the transcendence and reversion of the development of teacher's subjectivity. The study reveals that technological acceleration results in a lack of creativity in teacher's subjectivity, social transformation acceleration leads to a lack of emotion in teacher's subjectivity, the acceleration of the pace of life causes a lack of autonomy in teacher's subjectivity. The deep-seated roots of the alienation of teacher subjectivity lie in the fervent pursuit and the internal anxiety of transcendent physical experience at the ontological level, the blind worship of technology at the epistemological level and the adherence to capital regulation at the axiological level. Based on these findings, three paths to transcendence are proposed. The first is to encourage teachers to explore emotional and rational resonance in the process of seeking their true selves; the second is to guide teachers to return to the essence of education in an uncontrollable context, the third is to lead teachers to achieve self-fulfillment through open resonance.