中国电化教育

随着教育数字化转型的深入推进,数字技术在赋能教育的同时,也引发了学生主体性式微的深层危机。基于教育本质主义视角,构建“场景-技术-智能-时空”四维分析框架,依次聚焦自主性、能动性、创造性和自由性角度系统判识、全景敞视数字化转型中的学生主体性。由此展开反思,发现学生自主性弱化、能动性被困、创造性消解和自由性虚无,这些已然成为数字化转型中学生主体性式微的鲜明表征。在教育数字化纵深推进的时代趋向中,学生主体性的提振彰显教育的自为,也体现教育的本真。其可能路径在于:以人本技术范式复归学生自主,以技术治理框架唤醒算法能动,以艺术教学系统绽出生命创造,以虚实融合生态持存时空自由。最终,在学生主体性的合理安放中释放教育数字化转型的新优势,真正实现学生健康成长发展的数字化赋能。

As the digital transformation of education deepens, digital technologies, while empowering education, have also triggered a profound crisis of diminishing student subjectivity. From an educational essentialist perspective, a four-dimensional analytical framework—encompassing context, technology, intelligence, and space-time dimensions—is constructed. This framework systematically examines student subjectivity within digital transformation through the lenses of autonomy, initiative, creativity, and freedom, offering a comprehensive overview. Reflection reveals that weakened autonomy, constrained initiative, diminished creativity, and eroded freedom have become distinct markers of this decline in student subjectivity during digital transformation. In the trend of deepening educational digitisation, revitalising student subjectivity manifests education's self-determination and embodies its authentic purpose. Potential pathways include: restoring student autonomy through a human-centric technology paradigm, awakening initiative via a technology governance framework, unfolding creativity with an artful teaching system, and sustaining freedom within a virtual-physical integrated ecosystem. Ultimately, by reasonably accommodating student subjectivity, we unlock new advantages in educational digital transformation, truly achieving digital empowerment for students' healthy growth and development.