【作 者】：
魏亚丽，孙宽宁
【关 键 词 】：
数智时代； 美好课堂生活； 课堂空间； 加速； 新异化
【栏 目】：
理论探讨
【中文摘要】：
数智技术融入课堂，使师生的课堂生活实现了数字化转型，师生对“速度”的狂热追逐使其卷入一场“竞速游戏”，从而背离了对“美好课堂生活”的原初性追寻。课堂加速的三重面相——科技进步加速、课堂变迁加速、生活步调加速，彼此作用，形成加速循环。在加速博弈中，课堂空间呈现出“缺乏联结的关系”的多重异化表征：流动性课堂场域造成“现实虚无”的无根身份认同、个性化学习路径引发“同学异路”的寂寞情感体验、“搭子”式教学交往导致“刺激反应”的线性关系格局。对此，教师应构筑相互回应的“共鸣关系”，重新思考身体、心灵、社会角色的教育价值，以具化身体为基座，实现与课堂物质环境的沉浸共在；以伟大事物为中心，达致与个体意义世界之间的心灵共契；以社会角色为载体，促成整全身心的持续自洽发展。
【英文摘要】：
The integration of digital intelligence technology into classrooms has led to a digital transformation in the classroom life of teachers and students. However, the fervent pursuit of "speed" has drawn both teachers and students into a "speed game", deviating from the original pursuit of a "better classroom life". The three dimensions of classroom acceleration-accelerated technological progress, accelerated classroom change, and accelerated pace of life -interact with each other to form a cycle of acceleration. In this accelerated game, the classroom space exhibits multiple alienation characteristics of "relationships without connection": the mobility of the classroom creates a rootless identity of "reality of nothingness", the personalized learning triggers the lonely emotional experience of "classmates on different paths", and the "scaffolding" teaching leads to a linear "stimulus-response" relationship. In response, teachers should build a mutually responsive "empathic relationship", reevaluate the educational value of the body, mind and social roles, take the embodied body as the base to achieve immersive coexistence with the classroom's physical environment; center on great things to achieve spiritual harmony with the world of individual meaning; use social roles as a vehicle to promote the continuous self-development of the whole body and mind.