数智人文教育:内涵、框架与发展前景  

Data-Intelligence Humanities Education:Connotation,Framework and Development Prospects

作　　者：傅林[1] 张佳琦 FU Lin;ZHANG Jiaqi(School of Education Science,Sichuan Normal University,Chengdu,Sichuan 610068,China)

机构地区：[1]四川师范大学教育科学学院,四川成都610068

出　　处：《河北大学学报（哲学社会科学版）》2024年第6期123-136,共14页Journal of Hebei University(Philosophy and Social Science)

摘　　要：人工智能、元宇宙、物联网等新兴技术的问世为人类带来了以数智技术为核心的第四次工业革命,人类迈入数智时代。数智技术的大规模应用对人文教育提出了新的要求,数智人文教育顺势而生。数智人文教育以数智技术为背景,以数据智能与人类智能的双向耦合为本质特征,致力于帮助人类探求生命意义、唤起生命自觉。数智人文教育以数智人文素养、数智人文思维和数智人文精神为框架,是教育领域对数智时代的回应,在个性化教育、应对人类职业危机和终身教育方面拥有光明前景。The advent of emerging technologies such as artificial intelligence,meta-universe and inter-net of things has brought the fourth industrial revolution with data-intelligence technology as the core,and mankind has entered the era of data intelligence.The large-scale application of dataintelligence technology puts forward new requirements for humanistic education,and data-intelligence humanistic education has emerged in response.With the background of data intelligence technology and the two-way coupling of data intelligence and human intelligence as its essential feature,data-intelligence hu-manistic education is committed to helping human beings to explore the meaning of life and arouse life consciousness.Data-intelligence humanistic education is based on data-intelligence humanistic quality,data-intelligence humanistic thinking and data-intelligence humanistic spirit.Data-intelligence humani-ties education is a response to the era of data intelligence in the field of education,and has bright pros-pects in personalized teaching,coping with human career crisis and lifelong education.

关 键 词：数智人文教育 数智时代 人文教育 人文精神 生命自觉 

分 类 号：G434[文化科学—教育学]