中国电化教育

数字化赋能城乡教育融合发展是教育强国建设的重要议题，技术现象学为审视数字化赋能城乡教育融合发展的基本逻辑与风险规避提供了一种新的方法论视角。研究基于唐·伊德“人—技术—世界”的四种意向性关系，阐释了数字“代具”、教育大数据、教育智能体、教育新基建“数字底座”赋能城乡教育融合发展的具身、解释、它异和背景逻辑。基于伯格曼“装置范式”“聚焦物”双重理论维度，剖析了数字化赋能城乡教育融合发展的风险表征，涉及技术逻辑对教育情境性、人文性和个体性的消解，以及教育场域中传统聚焦物式微与新聚焦物缺位。对此，需构建在地化的数字教育资源开发与算法优化体系，建立以育人实效为核心的教育数字化评价机制，打造城乡协同的教师数字化导学能力发展共同体，培育注重新型聚焦实践的城乡协同教育项目，健全可反思的数字教育治理模式，以此为城乡教育融合发展打开更大空间，推动教育强国建设迈向更高水平。

Digital empowerment for the integrated development of urban–rural education is a crucial issue in building a leading country in education. The phenomenology of technology offers a new methodological perspective for examining the underlying logic and risk mitigation of digital empowerment in urban–rural educational integration. Drawing on Don Ihde’s four “human–technology–world” relations of intentionality， this study explicates the embodiment， interpretive， alterity， and background logics through which digital “prostheses”， educational big data， intelligent educational agents， and the “digital base” of new educational infrastructure empower urban–rural educational integration. Building on Albert Borgmann’s dual theoretical dimensions of the “device paradigm” and “focal things”， the study analyzes major risk manifestations in this process， including the erosion of education’s contextuality， humanistic orientation， and individuality under a technology-driven logic， as well as the weakening of traditional focal things and the absence of new focal things in educational settings. To address these challenges， it is necessary to develop localized systems for digital educational resource development and algorithm optimization， establish an evaluation framework for educational digitalization centered on educational effectiveness， build an urban–rural collaborative community to strengthen teachers’ digital guidance capacities， cultivate urban–rural collaborative educational programs oriented toward new focal practices， and improve a reflective model of digital education governance. These measures will expand the space for urban–rural educational integration and propel the construction of a leading country in education to a higher level.