数智时代西部教师角色转变的困境与路径——基于弗莱雷教师二重性理论

Dilemmas and Pathways of Teacher Role Transformation in Western China in the Digital Intelligence Era—Based on Freire’s Theory of Teacher Duality

摘要: 以人工智能、大数据为代表的数智技术正在深刻重构教育生态环境，教师的传统角色正遭遇严峻的挑战。西部教师因其地域发展不平衡和文化传统特殊性，在数字化转型中面临数字鸿沟与传统权威消解的双重挤压。巴西教育家保罗·弗莱雷在其《被压迫者教育学》中提出的教师“二重性”理论，即教师“在结构性困境中同时扮演制度执行者与承受者的双重角色”，为理解西部教师的这一困境提供了独特的分析视角。本文认为，数智时代教师的二重性演变为一组新的矛盾，即教师既需要主动驾驭技术工具，又面临被技术逻辑隐性牵引和框架限定的风险。西部教师角色转变不应局限于技术培训，而应走向批判性反思的回归，成为与学生共同探究的“数智共情者”。基于弗莱雷的批判教育学思想，本文提出理念转型、实践创新、保障支撑三者协同推进的路径以促进西部教师角色转变。

Abstract: Digital-intelligent technologies represented by artificial intelligence and big data are profoundly transforming the educational ecosystem, posing significant challenges to traditional teacher roles. Teachers in western China face dual pressures of digital divide and erosion of traditional authority due to regional development disparities and unique cultural traditions. The “duality” theory of teachers proposed by Brazilian educator Paulo Freire in ^“Pedagogy of the Oppressed^” - whereby educators “play dual roles as both implementers and recipients of institutional structures within systemic dilemmas” - provides a unique analytical perspective for understanding this predicament. This paper argues that in the digital age, teachers ‘duality has evolved into new contradictions: they must actively master technological tools while simultaneously facing risks of being implicitly guided by technological logic and constrained by established frameworks. The role transformation of western Chinese teachers should extend beyond technical training to embrace critical reflection and a return to subjective awareness, becoming “digital-intelligent empathizers” who co-explore with students. Building on Freire’s critical pedagogical philosophy, this study proposes a three-pronged approach combining conceptual transformation, practical innovation, and supportive measures to facilitate this shift.