数智化时代教师技术焦虑的现象学观照

The Phenomenological Perspective on Teachers'Technical Anxiety in the Age of Digital Intelligence

大数据、虚拟现实、人工智能等数智技术正在蓬勃兴起,其在教育教学中的应用不仅带来新的机遇,也给教师带来极大压力,技术焦虑成为教师群体的突出问题。现象学从技术本质、人与技术的关系等角度为探讨数智化时代教师技术焦虑的表征与诱因提供新的视角与思路。从现象学视角来看,教师存在技术胜任与个体限制、角色冲突与环境依赖、情感投入与应用效果、信息过载与职业发展等方面的焦虑,其主要诱因涉及技术与教师过度融合与技术依赖性、技术的独立与退隐引发的界限矛盾、教师因“非连续”“不在场”产生情感异化与效果疑虑,以及教师因技术超前与自身滞后而面临信息处理与发展压力。数智化时代教师技术焦虑疏解策略在于:聚焦技术情境与表达,构建教师数智化教育胜任力培育机制;突破传统技术意向性思维,教师适应新角色同时保持技术警惕性;摆脱技术理性的困局,将情感研判融入人智协同双师课堂;锚定主体间信息支持,以智能互联增强教师技术信心。

Big data,virtual reality,artificial intelligence and other digital intelligence technologies are booming.Their application in education and teaching not only brings new opportunities,but also brings great pressure to teachers.Technology anxiety has become a prominent problem for teachers.Phenomenology provides a new perspective and idea for exploring the representation and inducement of teachers'technical anxiety in the era of digital intelligence from the perspective of the nature of technology and the relationship between man and technology.From the perspective of phenomenology,teachers have anxiety in terms of technical competence and individual limitations,role conflict and environmental dependence,emotional input and application effect,information overload and career development,etc.The main causes involve the excessive integration of technology and teachers and technological dependence,the boundary contradiction caused by the independence and retreat of technology,the emotional alienation and effect doubt of teachers due to"discontinuity"and"absence",and the pressure of information processing and development faced by teachers due to advanced technology and their own lag.The strategies for relieving teachers'technical anxiety in the era of digital intelligence lies in:focusing on technical situations and expression,constructing the cultivation mechanism of teachers'digital intelligence education competence;breaking through the traditional technical intentional thinking,teachers adapting to the new role while maintaining technical vigilance;getting rid of the dilemma of technical rationality,integrating emotional research and judgment into the human intelligence collaborative double teacher classroom;and anchoring the information support between subjects to enhance teachers'technical confidence with intelligent interconnection.