大学个性化教学的困境与突破

The Dilemma and Breakthrough of Personalized Teaching in Universities

摘要: 在高等教育普及化与数字化转型叠加的数字普及化高教发展阶段，传统标准化、同质化的培养模式已难以适应社会对多元化创新人才的需求，更难以回应大学生个体在认知风格、兴趣潜能及发展愿景上的显著差异。个性化教学作为一种以学习者为中心的教育范式，正从抽象理念走向现实探索。现有研究多侧重个性化教学的育人价值，却较少系统梳理学界审慎批判视角与衍生风险。本文立足于高等教育高质量发展的现实诉求，系统梳理大学个性化教学的内涵演进与主流理论，同时整合学界批判性研究成果，剖析数字化个性化模式暗藏教育分层、同辈社交隔离、算法认知窄化等潜在隐患；并从建构主义、多元智能、人本主义及联通主义等理论基础出发，辩证剖析技术赋能的双面逻辑。研究发现，当前大学推行个性化教学不仅面临制度资源刚性、教师能力失衡、技术工具理性异化、评价体系滞后等原生困境，还叠加资源分配不均、群体割裂等衍生负面问题。据此，本文提出构建“需求精准诊断–资源动态匹配–过程自适应–评价多元发展”的教学闭环，其中教师向兼顾公平统筹的“学习设计师”转型是对冲各类风险、落地因材施教的核心抓手，并从课程柔性重构、智能技术嵌入、教师综合能力培育、包容性制度文化革新四个层面提出兼顾个性发展与教育公平的平衡化实践路径，旨在为数字普及化高教发展阶段大学教学改革提供更周全、可落地的理论依据与行动参考。

Abstract: In the new era characterized by the popularization of higher education and digital transformation, the traditional standardized and homogenized cultivation model can no longer meet the society’s demand for diversified innovative talents, nor can it adequately respond to the significant individual differences among university students in cognitive styles, interests, potentials, and developmental aspirations. Most existing literatures focus on the advantages of personalized teaching while ignoring critical discussions and latent risks such as educational inequality and social segregation. Grounded in the realistic demands of high-quality higher education development, this paper systematically reviews the connotation and mainstream theories of personalized teaching, integrates critical academic viewpoints to analyze hidden risks brought by digital personalized education, and discusses the dual logic of technological empowerment based on constructivism, multiple intelligences, humanism and connectivism. The study identifies both fundamental obstacles including rigid institutional arrangement, insufficient teachers’ competence, distorted technical instrumental rationality and outdated evaluation system, as well as derivative risks like unequal resource allocation and student segregation. Accordingly, this paper constructs a balanced teaching closed-loop covering “precise diagnosis - dynamic resource matching - adaptive learning - diversified evaluation”. Teachers’ transformation into equitable-oriented learning designers is regarded as the core measure to balance personalized development and risk prevention. Concrete and operable countermeasures including complete micro-major curriculum scheme and detailed data ethics regulations are put forward, so as to provide comprehensive, implementable theoretical and practical references for university teaching reform.