第三持存视域下学习观变革——数智时代记忆模式的危机与应对  

Changes in the View of Learning in the Perspective of Tertiary Retention--Crisis and Response of Memory Mode in the Age of Digital Intelligence

作　　者：王志斌 于伟 Wang Zhibin;Yu Wei(Department of Education,Northeast Normal University,Changchun 130024,Jilin)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《中国电化教育》2024年第8期33-44,55,共13页China Educational Technology

摘　　要：以生成式人工智能、大语言模型、元宇宙为代表的数智技术的发展为人类提供了第三持存的记忆模式,数智第三持存通过对时空经验的重塑来影响人类感知记忆和意识、联想记忆的持存,重建了数智时代的记忆-学习图景。传统的理性主义和经验主义的记忆-学习观已经无法解释数字化学习的科学真实、社会真实和个体真实。第三持存作为解药,实现了人类记忆的先验拓展,使人类能够超脱自然人记忆的不稳定性、不可遗传属性,实现物质文明和精神文明的传递,并构建人的工艺-社会、文化-心理双重本体;另一方面,作为毒药,数字景观和其背后的算法规训又造成了学习者注意力的危机和个体化的失效,使学习者陷入了系统性的愚昧。在教育实践中,要反思、利用数智第三持存的正当性,构建面向数智时代的后人类学习本体论和以数智第三持存为中心的教学模式,使学习者通过与第三持存技术物的内行动纠缠进行知识生产、审美创造和伦理行动,从而负责任地改变世界和人类自身。The development of digital intelligence technology represented by generative artificial intelligence,big language model,and metauniverse provides human beings with the tertiary retention memory mode,and influences the retention of human perceptual memory and the retention of conscious and associative memory through the pedestal of spatio-temporal experience,and reconstructs digital memory-learning landscape.The traditional rationalist and empiricist view of memory-learning is no longer able to explain the scientific reality,social reality and individual reality of digital learning.The tertiary retention,as an antidote,realises the a priori expansion of human memory,enabling human beings to realise the material transmission of material and spiritual civilisation,and to construct the dual ontology of instrumental noumenon and cultural-psychological?noumenon;on the other hand,as a poison,the digital landscape and the arithmetical discipline behind it cause a crisis of learner's attention and a failure of individuation,and plunge the learner into systematic ignorance.In educational practice,it is necessary to reflect on and make use of the legitimacy of the tertiary retention of numerical intelligence,to construct a future-oriented ontology of posthuman learning and a pedagogical model centred on the tertiary retention of numerical intelligence,so that the learner can responsibly change the world and the human being himself through knowledge production,aesthetic creation and ethical action by entangling himself in the intra-action of the tertiary retention of technological objects.

关 键 词：第三持存 数字化学习 工具本体 心理本体 内行动纠缠 

分 类 号：G434[文化科学—教育学]