基于克里弗顿模型的信息技术与教师权威关系研究：影响、风险及重构方案

Research on the Relationship between Information Technology and Teacher Authority Based on the Clifton Model: Impact, Risk and Reconstruction Scheme

摘要: 本文探讨信息技术应用对教师权威形成的影响、利弊及成因。基于克里弗顿对权威的分类模型，发现技术通过消解知识垄断、弱化情感联结、加剧权责失衡，重构权威生成机制。技术在提升教学效率与资源共享的同时会引发多种风险。其成因包括技术去中心化及教育工具理性扩张。研究建议以明晰制度权责、人机协同教学及师生情感互动三个方面来实现数智时代教师权威的工具理性与价值理性的统一，构建新型教师权威范式。

Abstract: The article explores the impact, advantages, disadvantages, and causes of the application of information technology on the formation of teacher authority. Based on Clifton’s classification model of authority, it finds that technology reconstructs the mechanism of authority generation by dissolving knowledge monopolies, weakening emotional connections, and exacerbating imbalances of rights and responsibilities. While technology enhances teaching efficiency and resource sharing, it also triggers various risks. The causes include technological decentralization and the rational expansion of educational tools. The study suggests unifying the instrumental rationality and value rationality of teacher authority in the digital intelligence age by clarifying institutional responsibilities, promoting human-machine collaborative teaching, and enhancing emotional interaction between teachers and students to construct a new paradigm of teacher authority.