数智时代的“慢成长”：小学生审辨思维培养的“守拙”路径

Slow Growth in the Digital Intelligence Era: A Down-to-Earth Approach to Cultivating Primary School Students’ Critical Thinking

摘要: 生成式AI深度嵌入基础教育，使技术的极速供给与学生思维的缓慢建构形成矛盾。AI的即时反馈虽然提升了知识获取效率，却使小学生面临认知外包、思维惰化与质疑弱化的风险。本研究基于杜威反思性思维，结合小学生从具体运算向形式运算过渡的认知特征，将审辨思维界定为观察与直觉质疑、直观分析与比较、初步整合与表达、结果性回顾与调整四个递进维度，提出“数智时代的慢成长”这一核心命题，以杜威反思性思维的时间性、审辨思维的可教性及学历案的过程性为学理根基，并引入“守拙”教育哲学作为价值锚点。本文据此提出四条培养路径：教学设计创设“慢时空”；角色重构构建“师–生–智”协同模式；任务驱动设计生活化“慢实践”情境；评价改革建立多维增值体系。研究认为，教育应善用技术并守住学生思维的主体性，以“慢”御“快”，让儿童先成为拥有独立思考习惯的思考者，再成长为能够驾驭AI的学习者。

Abstract: The deep integration of generative artificial intelligence into basic education has given rise to a contradiction between the rapid provision of technological resources and the gradual construction of students’ thinking. Although instant feedback offered by AI boosts the efficiency of knowledge acquisition, it exposes primary school students to hazards such as cognitive outsourcing, intellectual inertia and weakened willingness to question. Based on Dewey’s reflective thinking theory and the cognitive trait of primary school students transitioning from concrete operational thought to formal operational thought, this study divides critical thinking into four progressive dimensions: observation and intuitive inquiry, intuitive analysis and comparison, preliminary integration and expression, and outcome-oriented review and adjustment. This paper proposes the core proposition of “unhurried growth in the digital intelligence era”. Its theoretical underpinnings include the temporality of Dewey’s reflective thinking, the teachability of critical thinking and the procedural attribute of learning plans, with the educational philosophy of “upholding unpretentious simplicity” taken as its value anchor. Accordingly, four cultivation strategies are put forward: constructing unhurried learning time and space through instructional design; restructuring stakeholder roles to build a collaborative teacher-student-AI model; designing life-based unhurried practical scenarios via task-driven teaching; and advancing assessment reform to establish a multi-dimensional value-added evaluation system. This study holds that education should make proper use of technology while preserving the subjectivity of students’ thinking. By counteracting technological haste with educational slowness, children can first grow into independent thinkers with established habits of reflective thought, and then become competent learners who are able to command artificial intelligence.