【作 者】：
王 强
【关 键 词 】：
数智时代； 教师数字负担； 协同治理； 数字素养； 权力下沉
【栏 目】：
学科建设与教师发展
【中文摘要】：
数智技术嵌入教育场域的初衷在于提升教学资源可及性、推进教育公平，然而却在实践中衍生出教师数字负担问题。教师数字负担表现为数据监控下全天候待命导致的时间贫困、信息过载下角色超载引发的技术迷思以及技术工具中异化劳动催生的数字至上三种样态。教师数字负担的成因主要源于技术量化的评估失真、技术治理的伦理阙如和算法控制的逻辑悖论。鉴于此，消解教师数字负担可从三方面着手：在制度规制层面，通过构建跨部门跨层级的协同治理机制、整合监督考核的多元化指标体系、制定科学合理的奖惩激励机制，以规范数字技术在教育领域的应用；在主体增能层面，通过营造良好技术生态环境、构建支持性社会文化环境、加强教师数字素养培训，全面提升教师数字素养水平，有效弥合“数字鸿沟”；在权力下沉层面，通过重视教师数字建议权、赋予教师数字选择权、强化教师在评价体系中的话语权，拓宽教师实践空间，激发其工作积极性与创造性。
【英文摘要】：
The original intention of embedding digital intelligence technologies into educational settings was to enhance the accessibility of teaching resources and promote educational equity. However, this has given rise to the issue of teachers' digital burden in practice. This burden manifests in three forms: time poverty caused by 24 hours on call under data monitoring, technology myths triggered by role overload due to in information overload, and digital supremacy spawned by alienated labor in the use of technical tools. Teachers' digital burden mainly stems from distorted evaluations through technological quantification, the absence of ethics in technological governance, and the logical paradoxes inderent in algorithmic control. In view of this, alleviating teachers' digital burden can be approached from three aspects: At the institutional regulation level, by establishing a cross-departmental and cross-level collaborative governance mechanism, integrating a diversified index system for supervision and evaluation, and formulating a scientific and reasonable reward and punishment incentive mechanism, the application of digital technology in the field of education can be stadardized. At the subject empowerment level, by creating a favorable technological ecological environment and a supportive social and cultural environment, and strengthening teachers' digital literacy training, teachers' digital literacy levels can be comprehensively improved, and the "digital divide" can be effectively bridged. At the power devolution level, by valuing teachers' digital advisory rights, granting them digital choice rights, and enhancing their voice in the evaluation system, teachers' practical space can be expanded, and their work enthusiasm and creativity can be stimulated.