中国电化教育

数智时代,随着以AI为代表的数智技术与教育场域的深度耦合,传统的教师主体性形态遭遇“解构”而陷入“自主性身体的边缘化、能动性思维的他者化、创造性精神的无产化”的数智困境,从而难以适配技术时代的教育变革与发展需求。研究以本体论为哲学向度,以斯蒂格勒的“第三持存”理论为视角,以教师主体性重构为对象,在讨论“第三持存”理论的基本内涵及其在数智时代的新发展——数智“第三持存”的基础上,针对数智“第三持存”理论所引发的“身体、思维与精神”方面的教师主体性困境,从“确证教师身体的教育在场、推动教师思维的批判建构、实现教师精神的价值再生产”的维度,展开了教师主体性的本体论重构。数智技术已成为教师主体性的重要外部系统、教师主体性的技术代具,教师主体性被技术“类人性”所重构。超越人类中心主义和技治主义的偏颇,实现教师与数智技术的和合共生,推动教师转向由生物性、人文性和技术性共构的,以复合性、进化性和协同性为典型特征的“具身主体性”形态,是数智时代教师主体性重构的应然进路。

In the age of digital intelligence, as digital-intelligent technologies represented by artificial intelligence(AI) become deeply coupled with the educational field, the traditional form of teacher subjectivity has been “deconstructed”, falling into a digital predicament characterized by the marginalization of the autonomous body, the othering of agentic thinking, and the proletarianization of the creative spirit, thereby making it increasingly difficult for teacher subjectivity to adapt to the transformative demands of education in the technological era; this study adopts ontology as its philosophical orientation, takes Bernard Stiegler' s theory of tertiary retention as its analytical lens, and focuses on the reconstruction of teacher subjectivity as its central object of inquiry, and after examining the fundamental connotations of the theory of tertiary retention and its new developments in the age of digital intelligence-namely, the emergence of digital tertiary retentio-the study addresses the crises of teacher subjectivity in terms of body, thinking, and spirit triggered by this digital form of tertiary retention, specifically advancing an ontological reconstruction of teacher subjectivity through three interrelated dimensions: affirming the educational presence of the teacher's body, promoting the critical construction of the teacher's thinking, and realizing the value reproduction of the teacher's spirit; digital-intelligent technologies have become an essential external system of teacher subjectivity and a technical prosthesis thereof, with teacher subjectivity thus reshaped by the quasi-human characteristics of technology, and to move beyond the biases of anthropocentrism and technocracy, it is necessary to achieve a harmonious symbiosis between teachers and digital-intelligent technologies, a transformation that calls for a reorientation of teacher subjectivity toward an embodied form co-constituted by biological, humanistic, and technological dimensions-one that is typified by hybridity, evolutionary dynamism, and collaborative integration-which ultimately constitutes the normative pathway for reconstructing teacher subjectivity in the age of digital intelligence.