数字儿童发展的哲学省思与多元支持生态构建  

Philosophical Reflections on the Development of Digital Children and theConstruction of a Multi-support Ecosystem

作　　者：李玉顺[1] 安欣 白荐楠 崔楚民 LI Yushun;AN Xin;BAI Jiannan;CUI Chumin(Faculty of Education,Beijing Normal University,Beijing 100875,China;School of Education Science,Qingdao University,Qingdao Shandong 266071,China;Academy of Educational Sciences in Dongcheng District,Beijing 100010,China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]青岛大学教育科学学院,山东青岛266071 [3]北京市东城区教育科学研究院,北京100010

出　　处：《北京教育学院学报》2025年第2期1-6,共6页Journal of Beijing Institute of Education

基　　金：国家社科基金教育学重点项目“人工智能教育场景应用的伦理与限度研究”(ACA220027);北京市教育科学规划课题“人工智能支持循证教研视域下素养成长型课堂模型构建研究”(CADA24044)。

摘　　要：数字儿童是技术进步的历史必然产物,深刻反映了技术与儿童角色之间的互动关系。在技术赋能与风险并存的时代背景下,数字儿童的发展呈现如下三个特征:人机共生关系的深化使儿童与技术形成了前所未有的紧密联结,这种联结带来了个性化体验,但也潜藏着伦理风险;数字环境中的身份重构赋予了儿童多元化的自我表达空间,但也容易导致行为失范与价值观迷失;知识共享的便利性虽然拓展了儿童的学习边界,但也使儿童面临数字迷航的困境。为此,需要构建全社会各司其职、多元支持的育人生态,政府、学校、家庭、企业、社会等多方力量协同联动,以促进数字儿童的健康良性发展。Digital children,inevitable as the technology advance,reflects the interactive relations between technology and children.In an era where technological empowerment coexists with risks,the development of digital children exhibits the following three characteristics.First,the deepening of human-machine symbiosis has created an unprecedented connection between children and technology,which enables personalized experiences,together with ethical risks.Second,the reconstruction of identity in digital environment provides children with more spaces for diverse self-expression,which also easily leads to behavioral misconduct and value disorientation.Third,the convenience of knowledge sharing expands children′s learning boundaries but also exposes them to the dilemma of digital disorientation.Therefore,it is necessary to construct a multi-support educational ecosystem where all sectors of society play their respective roles,with joint efforts from the government,schools,families,enterprises,and society,to promote the sound and benign development of digital children.

关 键 词：数字儿童 儿童发展 人工智能 

分 类 号：G521[文化科学—教育学] G455[文化科学—教育技术学]