数字时代原子化教育时间的危机与消解  

The Crisis and Resolution of Atomized Educational Time in the Digital Age

作　　者：杨道宇 盛志财 YANG Daoyu;SHENG Zhicai(School of Educational Science,Hunan Normal University,Changsha Hunan 410081)

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《电化教育研究》2024年第9期22-28,36,共8页E-education Research

基　　金：国家社科基金2023年度后期资助项目“从良知开出万物一体:王阳明教育哲学阐释”(项目编号:23FJKB008)

摘　　要：数字技术在教育领域的深度融合,导致教育时间发生了结构性改变,造成了教育时间范式从单向线性教育时间向原子化教育时间的转移,从而使数字化时代的教育呈现出“即时”的原子化特征。原子化的教育时间在为学生带来学习便利的同时,却因其不是统一过去、现在和将来的完整性的本真时间而无法为学生生命的整全持存提供支撑,从而给学生的生命存在造成了诸多生存隐忧:在缺乏时间性的教育时间中,学生成了过度学习的绩效主体,面临着认知经验贫乏的危险,逐渐丧失承担责任和关怀他者的能力。为了超越教育时间的存在论危机,教育者必须从学生生命原点出发,基于教育活动的时间性,尊重学生生命的时间节奏唤醒学生对生命体验的沉思,恢复学生倾听他者的责任,从而使其更加充分地实现生命的整全。The deep integration of digital technology in the field of education has led to a structural change in educational time,resulting in a shift in the paradigm of educational time from unidirectional linear time to atomized educational time,so that education in the digital age presents an atomized feature of"immediacy".While the atomized educational time brings convenience to students'learning,it fails to support the integrity of students'life because it is not the authentic time that unifies the past,present,and future,thus causing many existential concerns for students'life existence:in the absence of temporality in educational time,students become the performance subject of excessive learning,facing the risk of poor cognitive experience,and gradually losing the ability to take responsibility and care for others.In order to transcend the ontological crisis of educational time,educators must start from the origin of students'lives,respect the temporal rhythm of students'lives based on the temporality of educational activities,awaken students'contemplation of life experience,restore their responsibility to listen to others,and thus enable them to more fully realize the wholeness of life.

关 键 词：数字化时代 教育时间范式 原子化时间危机 生命整全 

分 类 号：G434[文化科学—教育学]