信息技术时代学习者的主体性分析——基于技术哲学的视角  

Analysis of Learners'Subjectivity in the Information Technology Age:From Perspective of Philosophy of Technology

作　　者：邓敏杰[1] 李艺 DENG Minjie;LI Yi(Faculty of Education,Henan Normal University,Xinxiang Henan 453007;School of Education Science,Nanjing Normal University,Nanjing Jiangsu 210097)

机构地区：[1]河南师范大学教育学部,河南新乡453007 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《电化教育研究》2020年第11期20-26,共7页E-education Research

摘　　要：主体性是作为活动主体的人的质的规定性。随着社会的不断发展,人的主体性也会逐渐发生变化,这些变化会影响我们对信息技术时代教育问题的考察,甚至可以认为是我们对所有信息时代教育问题考察的基础性问题。而认识信息技术时代学习主体(学习者)的特征,需要从主体性出发,结合技术哲学的成就进行深入分析。新生代学习者的主体性不仅有表现状态,更重要的是有发展过程:从状态角度看,认识新生代学习者之主体性可以以海德格尔的上手与在手或伊德所言人与技术的四种关系为参照;从过程角度看,新生代学习者在斯蒂格勒所言“人—技术”结构(机制)的作用下,其主体性特征体现为无本质、不安分和走向技术具身。Subjectivity is the qualitative prescriptive nature of the human being as the subject of activities.With the continuous development of society,the subjectivity of human beings also changes gradually.These changes will affect our examination of educational issues in the information technology age,and can even be regarded as the fundamental to our examination of all educational issues in the information age.To understand the characteristics of the learning subject(learner)in the information technology age requires an in-depth analysis of the subjectivity,combined with the achievements of philosophy of technology.It is understood from the research that the subjectivity of the new generation of learners has not only a performance status,but more importantly,a developmental process.From the perspective of status,the understanding of the subjectivity of the new generation of learners can be referenced to Heidegger's theory of Zuhandenheit and Vorhandenheit or to what Ihde calls the four relations between man and technology.From the perspective of process,the new generation of learners is characterized by a subjectivity that is insubstantial,restless and moving towards technological embodiment,as a result of what Stigler calls"human-technological"structure(mechanism).

关 键 词：信息技术 新生代学习者 主体性 技术哲学 技术具身 

分 类 号：G434[文化科学—教育学]