从人技关系视角看教育生产力发展:历史回溯、理论逻辑与实践进展  

The Development of Educational Productivity from the Perspective of Human-Technology Relationships:Historical Retrospect,Theoretical Logic,and Practical Progress

作　　者：郝晓晗 刘三女牙[2] Hao Xiaohan;Liu Sannyuya(National Engineering Research Center of Educational Big Data,Central China Normal University,Wuhan Hubei 430079;Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan Hubei 430079)

机构地区：[1]华中师范大学教育大数据应用技术国家工程研究中心,湖北武汉430079 [2]华中师范大学人工智能教育学部,湖北武汉430079

出　　处：《远程教育杂志》2025年第2期10-22,73,共14页Journal of Distance Education

基　　金：国家自然科学基金项目“教育科技人才一体布局视角下的国际主要科学资助机构管理体系与资助机制研究”(项目编号:L2324107)的研究成果。

摘　　要：人技关系的动态变化,在一定程度上能够反映生产关系的变迁,并映射出教育生产力的发展程度。研究从人技关系视角,运用历史制度主义分析方法,全面审视教育生产力的发展历程,深入剖析其理论逻辑与实践进展,旨在加深人们对教育生产力的理解,进一步挖掘并释放教育领域的技术生产力潜能。研究发现,人技关系依次经历了朴素期、变动期以及飞跃期,相应推动教育生产力依次进入由“人际”关系、“人机”关系和“人智”关系驱动的演进阶段。在这一过程中,人技关系的迭代触发了知识生产由线性积累到非线性涌现的质态跃迁,从整体上勾勒出教育生产力发展的理论逻辑脉络,从而驱动教育实践的革新。具体表现为,知识供给从以往的“大水漫灌”模式转向“精准滴灌”,人才培养从“千人一面”迈向“千人千面”,基础设施建设从单纯的“物理基建”升级为“数智化基建”,促使教育实践成功实现从“人人可学”到“人人优学”的破局与进阶。The evolving dynamics of human-technology relationships reflect,to a significant extent,shifts in production relations and serve as an indicator of the developmental stage of educational productivity.Drawing on a historical institutionalist framework,this study systematically examines the evolution of educational productivity from the perspective of human-technology interactions.It explores the historical trajectory,underlying theoretical logic,and practical developments,with the aim of deepening the understanding of educational productivity and unlocking the potential of technological forces in the education sector.The findings suggest that human-technology relationships progressed through rudimentary stage,the transformative stage(containing both early and later stages),and the leap stage.Correspondingly,educational productivity has been driven by“human–human,”“human–machine”and"human–intelligence"interactions at each stage.This progression has catalyzed a paradigm shift in knowledge production—from linear accumulation to nonlinear emergence—thereby revealing the theoretical logic underpinning the development of educational productivity and driving innovations in educational practice.In practice,these transformations are manifested in three key dimensions:(1)the mode of knowledge delivery has shifted from extensive dissemination to precision-targeted distribution,(2)talent cultivation has moved from standardized approaches to personalized models,(3)and infrastructure has evolved from conventional physical construction to intelligent and digital systems.These shifts have collectively contributed to a transition from“education for all”to“high-quality education for all”.Finally,this study highlights the dialectical relationship between technology and productivity as a core force for educational modernization,offering both theoretical insights and practical guidance for enhancing educational productivity in the era of artificial intelligence.

关 键 词：人技关系 教育生产力 生成式人工智能 智能体 

分 类 号：G40-057[文化科学—教育学原理]