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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2026年03期

页码:

73-81

栏目:

人工智能与教育

出版日期:

2026-06-20

文章信息/Info

Title:

From Technical Monologue to Multidisciplinary Synthesis:A Paradigm Shift in Pedagogical Knowledge Production in the Digital Intelligence Era

作者:

杨正宇^{1 2} 刘世清¹

1.华东师范大学 教育学部；2.墨尔本大学 教育学院

Author(s):

YANG Zheng-yu^{1 2} LIU Shi-qing¹

1. Faculty of Education, East China Normal University;2. Faculty of Education, The University of Melbourne

关键词:

教学知识生产; 数智时代; 认识兴趣; 批判解放; 技术独白

Keywords:

pedagogical knowledge production;  digital intelligence era;  cognitive interest;  critical liberation; technological monologue

分类号:

G434

DOI:

10.14138/j.1001-4519.2026.03.007309

文献标志码:

A

摘要:

人工智能与数智技术的纵深发展，使得教学知识生产日益数据化、智能化，推动知识生产的效率提升，但也造成教学知识中情感、意义与价值的弱化。立足哈贝马斯的认识兴趣理论，数智时代的教学知识生产陷入技术兴趣独白的异化困境：在生产逻辑上，教学知识被收缩为可量化、可优化的数据，教学的育人价值被遮蔽；在生产机制上，交互对象去主体化、算法黑箱化与信息茧房效应共同遮蔽知识生产主体的交往活动，原本饱含主体性与能动性的交往被异化为形式化互动，知识生产主体间的视域融合难以发生；在生产主体上，认知外包、技术中立幻象与个体对技术的深度依附压抑解放兴趣，教师与学生的反思意识趋于休眠。面对技术兴趣独白引发的认识危机，数智时代的教学知识生产应寻求多元认识兴趣的辩证综合。重构生产逻辑，限定技术兴趣的适用边界，确立解放兴趣在教学知识生产中的价值统摄地位；重建生产机制，推动算法逻辑透明化，构建“人－机－人”协作对话机制，利用技术打破信息茧房；重塑生产主体，唤醒师生的认识自觉与批判意识，培育具有公共精神的反思性行动者，构建既具技术效率又饱含伦理温度、反思深度的教学生态。

Abstract:

The deepening development of artificial intelligence and digital intelligence technologies has increasingly digitized and automated the production of pedagogical knowledge, enhancing its efficiency while simultaneously diminishing the emotional resonance, meaning, and value inherent in teaching. Grounded in Habermas’s theory of cognitive interest, pedagogical knowledge production in the digital intelligence era faces an alienation dilemma characterized by the monologue of technological interest: within the logic of production,pedagogical knowledge is reduced to quantifiable, optimizable data, obscuring the educational value of teaching. In production mechanisms, the de-subjectification of interaction partners, algorithmic black-boxing,and the information bubble effect collectively obscure the communicative activities of knowledge producers.Interactions originally rich in subjectivity and agency become alienated into formalized exchanges, making horizon fusion among knowledge producers difficult to achieve. In terms of production agents, cognitive outsourcing, the illusion of technological neutrality, and individuals’ deep dependence on technology suppress liberating interests. All these issues cause the reflective consciousness of teachers and students to become dormant. Facing the epistemological crisis triggered by the monologue of technological interests, pedagogical knowledge production in the digital-intelligent era should seek a dialectical synthesis of diverse cognitive interests. It is essential to reconstruct the production logic, define the application boundaries of technological interest, and establish the value-leading dominant position of emancipatory interest in pedagogical knowledge production; to rebuild the production mechanism, promote the transparency of algorithmic logic, construct a human-machine-human collaborative dialogue mechanism, and leverage technology to break information cocoons; to reshape production subjects, awaken teachers and students’ cognitive self-awareness and critical consciousness, cultivate reflective actors with public spirit, and build a teaching ecosystem that integrates technological efficiency, ethical warmth and reflective depth.

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更新日期/Last Update: 2026-06-20