【作 者】：
程 龙
【关 键 词 】：
数智时代； 大规模因材施教； 理性审思； 本质属性； 技术使用
【栏 目】：
理论探讨
【中文摘要】：
数智时代大规模因材施教研究呈现出“二律背反”，即技术主义话语与本质主义话语的背离，理论研究“热火朝天”与实践探索“踌躇不前”。理性审思数智时代大规模因材施教问题，从本体论、认识论、价值论和方法论方面，厘清发生了哪些“变”与“不变”。“变”体现在数智化技术助推大规模因材施教概念认识的“立体化”，赋能大规模因材施教价值有序的“负熵流”和建构大规模因材施教方法体系的“结构网”。“不变”表现在本质属性上因材施教属于教学实践问题而非技术操作问题，在核心要素上因材施教的关键在于变革教师的教与学生的学。鉴于此，需要妥善处理好变革过程价值理性与工具理性之间的关系，积极拥抱信息技术的同时也要防止技术依赖或焦虑情绪，实现从自上而下的商业强推模式转向自下而上的学校育人需求导向。
【英文摘要】：
In the age of digital intelligence, the research on large-scale individualized teaching presents a paradox between technologism and essentialism, as well as a phenomenon where theoretical research is thriving while practical exploration lags behind. Rationally reflecting on the issues of large-scale individualized teaching in the age of digital intelligence from ontological, epistemological, axiological, and methodological perspectives helps to clarify what "changes" and "constants" have occurred. The "changes" are reflected in the "three-dimensional" understanding of the concept of it, the "negative entropy flow" that empowers the orderly value of it, and the "structural network" that constructs the methodological system of it. The "constants" lie in the fact that individualized teaching is fundamentally a matter of pedagogical practice rather than technical operation, and its core is the transformation of teachers' teaching and students' learning. In the view of this, it is necessary to properly handle the relationship between the value rationality and instrumental rationality in the process of change, actively embrace information technology while preventing technological dependence or anxiety, and achieve a shift from top-down business promotion to bottom-up orientation of school nurturing needs.