存在主义视角下数智化赋能教学对教师角色的挑战与重构

The Challenges and Reconfiguration of the Teacher’s Role Brought by Digitalization Empowerment Teaching from the Perspective of Existentialism

摘要: 随着数智技术的快速发展，教育领域正经历深刻变革。数智化赋能教学虽然为教育带来了效率提升与个性化优势，但也对传统教师角色提出了挑战。知识权威消解、师生关系算法化、教师角色模糊化及教育伦理复杂化等一系列问题，直指人的存在本质与教育人本价值的核心命题。存在主义以个体的自由、选择与自我实现为核心关切，在其影响下的教育观主张将人的存在作为教育的出发点，帮助学习者自由选择并成为对自己负责的人。以存在主义哲学为理论透镜审视数智化教育场域，可以为平衡技术工具与人文价值、探索教师角色重构的关键路径提供深刻启示。教师应从知识传授者转变为存在意识的引导者，转向人机共创的协同育人，加强教育伦理的技术性反思，强化教学决策的自主性。

Abstract: With the rapid development of digital and intelligent technologies, the education sector is undergoing profound changes. Although digitalization empowerment teaching has brought about efficiency improvements and personalized advantages to education, it also poses challenges to the traditional role of teachers. Issues such as the dissolution of knowledge authority, the algorithmization of teacher-student relationships, the blurring of teacher roles, and the complexity of educational ethics all point to the core propositions of human existence and the humanistic value of education. Existentialism focuses on individual freedom, choice, and self-actualization as its core concerns. Under its influence, the educational perspective advocates regarding human existence as the starting point of education, helping learners make free choices and become responsible individuals for themselves. Viewing the digital and intelligent education field through the lens of existentialist philosophy can provide profound insights for balancing technological tools and human values, and exploring the key path for redefining the role of teachers. Teachers should transform from knowledge transmitters to guides of existence consciousness, shift to collaborative education through human-machine co-creation, strengthen technical reflection on educational ethics, and enhance the autonomy of teaching decisions.