育人逻辑视域下数字思政的现实困境与路径优化

The Realistic Dilemma and Path Optimization of Digital Ideological and Political Education from the Perspective of Educational Logic

摘要: 数字技术深度融入思想政治教育场域，在重塑教学形态的同时，也引发教育者、受教育者、教育媒介多重主体性困境。为厘清数字思政主体性失落的内在机理，本文立足马克思主义人学理论，结合数字课堂教学实践，从教育主体、教育客体、教育媒介三维度剖析数字化进程中思想政治教育主体性被遮蔽、弱化与规训的现实表征，进而表明数字思政主体性困境本质是技术理性、工具逻辑与育人逻辑相互博弈形成的结构性矛盾。在此基础上，本文从自主认知唤醒、主体间性关系重建、技术伦理规约与制度生态优化四个维度构建系统性优化路径，提出一套旨在促进人的主体性复归与发展的实践方案，为新时代数字思政育人回归人本立场、实现技术赋能与主体性发展的辩证统一提供理论参考与实践借鉴。

Abstract: Digital technology has deeply integrated into the field of ideological and political education, reshaping teaching models while simultaneously triggering multiple subjectivity dilemmas among educators, learners, and educational media. To clarify the underlying mechanisms behind the loss of subjectivity in digital ideological and political education, this paper draws on Marxist humanist theory and practical cases from digital classroom teaching. It analyzes, from three dimensions—educational subjects, objects, and media—the real manifestations of obscured, weakened, and disciplined subjectivity in ideological and political education during the digital transformation process. The study reveals that the core of these subjectivity challenges lies in a structural conflict arising from the interplay between technological rationality, instrumental logic, and educational logic. Building upon this analysis, the paper proposes a systematic optimization framework across four dimensions: awakening subject consciousness, reconstructing intersubjective relationships, regulating technological ethics, and improving institutional ecosystems. It offers a set of practical strategies aimed at restoring and fostering human subjectivity, providing theoretical insights and practical guidance for digital ideological education in the new era to return to a human-centered approach and achieve a dialectical unity between technological empowerment and subjectivity development.