The Phenomenological Perspective on Teachers'Technical Anxiety in the Age of Digital Intelligence
Big data,virtual reality,artificial intelligence and other digital intelligence technologies are booming.Their application in education and teaching not only brings new opportunities,but also brings great pressure to teachers.Technology anxiety has become a prominent problem for teachers.Phenomenology provides a new perspective and idea for exploring the representation and inducement of teachers'technical anxiety in the era of digital intelligence from the perspective of the nature of technology and the relationship between man and technology.From the perspective of phenomenology,teachers have anxiety in terms of technical competence and individual limitations,role conflict and environmental dependence,emotional input and application effect,information overload and career development,etc.The main causes involve the excessive integration of technology and teachers and technological dependence,the boundary contradiction caused by the independence and retreat of technology,the emotional alienation and effect doubt of teachers due to"discontinuity"and"absence",and the pressure of information processing and development faced by teachers due to advanced technology and their own lag.The strategies for relieving teachers'technical anxiety in the era of digital intelligence lies in:focusing on technical situations and expression,constructing the cultivation mechanism of teachers'digital intelligence education competence;breaking through the traditional technical intentional thinking,teachers adapting to the new role while maintaining technical vigilance;getting rid of the dilemma of technical rationality,integrating emotional research and judgment into the human intelligence collaborative double teacher classroom;and anchoring the information support between subjects to enhance teachers'technical confidence with intelligent interconnection.
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