摘要
随着新兴信息技术的发展,大数据日益崛起井深度赋能学生学习,但它在学习领域高歌猛进的同时也可能引发一系列暗藏的悖反现象,需要对其进行理性审视与溯因,以探寻破局之路.基于马克思主义哲学的分析框架,打破传统相关研究的中观视域,从量化、反馈、治理的具象视角出发考察大数据赋能学生学习,可以发现大数据也会造成关系异化、自我歧化、图景颠倒等悖反现象.究其成因,包括理性的工具化、有限的可靠性以及数据拜物教.为了促进大数据与学生学习的深度融合,需要倡导伦理主体的生命美学,构建多层面的调适合力,复归以人为本的育人初心.
Abstract
As emerging information technologies advance,big data is rapidly ascending and exerting a profound impact on enhancing student learning.Concurrently,however,it may inadvertently give rise to a constellation of latent paradoxical phenomena within the realm of education,warranting a rational examination and causal investigation to chart a path towards resolution.Adopting an analytical framework grounded in Marxist philosophy,transcending the mesoscopic perspective prevalent in conventional research,we probe the empowerment of big data in student learning through concrete lenses of quantification,feedback,and governance.This inquiry reveals paradoxical effects such as relational alienation,self-distortion,and inverted landscapes,which stem from factors including the instrumentalization of reason,inherent limitations in reliability,and the phenomenon of data fetishism.To foster a seamless fusion of big data and student learning,it is imperative to champion an ethicized subjectivity rooted in life aesthetics,forge multi-dimensional adaptive synergies,and ultimately,reassert the primacy of human-centered education.
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