【作 者】：
邱 昆， 胡钦晓
【关 键 词 】：
技术“傲慢”； 教育“偏见”； 技术与教育； 场域理论； 场域冲突； 场域融合
【栏 目】：
理论探讨
【中文摘要】：
厘清技术与教育的关系，是实现技术与教育深度融合的基本前提，也是技术时代讲好教育故事的必然选择。历史地看，技术与教育的双向互动，呈现出“傲慢”与“偏见”的相互博弈，技术对教育大致经历了从“沉睡”到“觉醒”再到“扩张”的阶段性旅程，教育对技术则进行了从“无视”到“接纳”再到“迷失”的即时性回应。基于此，文章从场域冲突的视角，分析了技术“傲慢”与教育“偏见”的成因：“技术意向性”与“教育对象性”的结构冲突、“形而下之器”与“形而上之道”的惯习冲突、“技术成事”与“教育成人”的权力冲突。由此，造成了主体性消解、创新性束缚、生命性遮蔽等问题。为更好促成两者的深度融合，需要在“载道于器”层面上把握技术辅助教育的功能定位，在“以道御器”层面上把握教育主导技术的育人核心，在“道器相长”层面上把握教育协同技术的相向而行。
【英文摘要】：
Clarifying the relationship between technology and education is the basic premise to realize the in-depth integration of technology and education, and it is also the inevitable choice for telling the story of education well in the technological era. Historically, the two-way interaction between technology and education presents a mutual game of "arrogance" and "prejudice". Technology has roughly experienced a journey from "sleeping" to "awakening" and then to "expansion", while education has made an immediate response to technology from "ignorance" to "acceptance" and then to "disorientation". Based on this, this paper analyzes the causes of technological "arrogance" and educational "prejudice" from the perspective of field conflict, including the structural conflict between "technological intentionality" and "educational objectivity", the habitual conflict between "physical instruments" and "metaphysical ways", and the power conflict between " technological accomplishment" and "educational adulthood". As a result, problems such as the elimination of subjectivity, the restriction of innovation and the obscuration of life have arisen. In order to better facilitate the deep integration of the two, it is necessary to grasp the functional positioning of technology-assisted education at the level of "carrying the way in the instrument", grasp the core of education-led technology at the level of "using the way to control the instrument", and grasp the direction of education growing together with technology.