论过度依赖数字技术对教育主体的消解：基于法兰克福学派技术批判视角的审视

On the Disintegration of Educational Subjects by Over-Dependency on Digital Technology: A Review Based on the Frankfurt School’s Perspective of Technological Criticism

摘要: 新一代数字技术在教育领域多点突破、加速渗透，推动教育创新生态持续繁荣。这些数字技术以时间和成本优势，突破传统教育模式限制，使教育主体能够享受到更广阔的教育资源。需要认识到的是，数字技术为学习和工作带来了便利，随着教育主体长期频繁使用数字技术，会形成难以脱离的依赖习惯，这种依赖习惯不断消解着教育主体的否定、批判和超越能力。本文基于法兰克福学派技术批判视角，针对过度依赖数字技术引发的教育主体消解现象进行深入分析与探讨，准确把握过度依赖数字技术的表现和原因，提出回归教育本质、重构教育主体性能力、打造多元协同教育生态三个维度的优化路径，让教育真正回归立德树人这一根本任务，更好以教育数字化开辟教育发展新赛道、塑造教育发展新优势。

Abstract: The new generation of digital technologies has achieved multiple breakthroughs and accelerated penetration in the education sector, driving the continuous prosperity of educational innovation ecosystems. These digital technologies, leveraging their advantages in time and cost efficiency, have transcended the limitations of traditional education models, enabling learners to access broader educational resources. It is crucial to recognize that while digital technologies facilitate learning and work, prolonged and frequent use by learners may lead to entrenched dependency habits. Such dependency gradually erodes learners’ abilities to question, critique, and transcend educational frameworks. Drawing from the Frankfurt School’s perspective on technological criticism, this paper conducts an in-depth analysis of the phenomenon of learner disengagement caused by over-dependency on digital technologies. By accurately identifying the manifestations and root causes of over-dependency, the study proposes three optimization pathways: returning to the essence of education, reconstructing learners’ agency capabilities, and fostering a collaborative, multi-dimensional educational ecosystem. These approaches aim to ensure education truly returns to its fundamental mission of moral cultivation and talent development, while leveraging digital transformation to pioneer new pathways and create competitive advantages in educational advancement.