从技术增强到技术共生：教育主体性理论的范式转换

From Technology-Enhanced Learning to Technological Symbiosis: A Paradigm Shift in the Theory of Educational Subjectivity

摘要: 本文围绕教育技术发展过程中的范式转型问题，深入探讨了“技术增强”范式下教育主体性的生成逻辑及其内在困境，指出该范式在推动教育效率提升的同时，也导致了对学习者主体能动性与认知自主性的压缩。在此基础上，文章提出“技术共生”作为替代性理论路径，主张将技术视为认知共建伙伴，构建“人–机–境”三元互动系统，重塑教育实践中的主体形态。通过哲学基础、主体形态、学习本质、教育目标与实践逻辑等维度的比较分析，本文揭示了“共生”范式在理论和实践层面的优势，并构建了教育主体性的协同模型，阐明了从“增强”到“共生”的范式跃迁所体现的本体论转向与认识论变革。研究认为，“技术共生”不仅是对传统技术工具观的超越，更是回应教育应服务于人的发展的价值回归。

Abstract: This paper addresses the paradigm shift in the field of educational technology by critically examining the formation logic and internal dilemmas of educational subjectivity under the framework of Technology-Enhanced Learning (TEL). While the TEL paradigm has promoted educational efficiency and personalization, it has also constrained learners’ autonomy and cognitive agency. In response, the paper proposes “Technological Symbiosis” as an alternative paradigm that views technology as a cognitive partner and reconstructs educational subjectivity through a dynamic human-technology-environment system. By establishing a five-dimensional comparative framework—covering philosophical foundations, subject forms, learning essence, educational goals, and practice logic—the paper highlights the theoretical and practical strengths of the symbiosis paradigm. It further constructs a triadic interaction model to demonstrate the ontological and epistemological transformations entailed in the transition from enhancement to symbiosis. The study concludes that Technological Symbiosis represents not only a critique and transcendence of instrumental rationality but also a return to the humanistic values underpinning education.