数智时代“学为中心”理念的再思考

Rethinking of the “Learning-Centered” Concept in the Era of Digital Intelligence

摘要: 面对生成式人工智能(AIGC)与数智技术对教育生态的颠覆性重塑，教育界陷入“技术至上”与“人文主义恐惧”的两极张力。本文主张回归学习科学，构建数智时代“学为中心”的理性范式。研究首先梳理了从“儿童中心”到“学生中心”再到“学习中心”的理念演进，指出传统“学生中心”易滑向消费主义误区，强调必须确立“学习(Learning)”而非“学习者(Learner)”或“技术”的优先性。在此基础上，本文重构了数智时代“学为中心”的三重内涵：人机协同的高阶思维、人类主体的价值判断以及“必要难度”的深层学习。进而构建了“师–生–机”协同共生实践模型，明确AI作为“认知副驾驶”承担知识传递与精准反馈，教师作为“灵魂工程师”主导情感支持与价值引导，学生作为“意义建构者”实现深度学习与素养生成。最后，本研究结合《自然语言处理》课程教学实践设计实证案例，突出学生文理兼容融合能力与数智时代专属品格培塑，细化数智环境下“必要难度”教学设计策略与“学为中心”的评价指标，为技术洪流中坚守人的主体性、实现技术赋能与人文关怀的辩证统一提供了理论框架与可落地的实践路径。

Abstract: Facing the disruptive reshaping of educational ecology by AIGC and digital-intelligent technologies, education faces polarized tension between “technological supremacy” and “humanistic fear”. This paper advocates returning to learning sciences to construct a rational “Learning-centered” paradigm. It traces the evolution from “child-centered” to “student-centered” to “learning-centered”, highlighting the priority of “Learning” over “Learner” or “Technology”. The study reconstructs three core connotations: human-machine collaborative higher-order thinking, human subjectivity in value judgment, and deep learning through “desirable difficulties”. It further proposes a “Teacher-Student-Machine” symbiosis model where AI acts as “cognitive co-pilot” for knowledge delivery, teachers as “soul engineers” for emotional and value guidance, and students as “meaning constructors” for deep learning. Finally, this study designs empirical cases based on the teaching practice of the “Natural Language Processing” course, highlighting students’ ability to integrate liberal arts and sciences as well as the cultivation of exclusive character in the digital-intelligent era. It provides a theoretical framework and practical pathway for maintaining human subjectivity in the technological torrent and achieving the dialectical unity of technological empowerment and humanistic care.