远程教育杂志2025，Vol.43Issue(2)：23-30,8.DOI:10.15881/j.cnki.cn33-1304/g4.2025.02.003
数据凝视:教育数据化的批判性探讨
Data Gaze:A Critical Inquiry into the Datafication of Education
摘要
Abstract
The emergence of algorithmic analysis and artificial intelligence has significantly expanded the capabilities and scope of educational data governance,enabling data to play an increasingly influential role in shaping the global educational landscape.While datafication has facilitated more precise educational assessment and instructional management,it has also given rise to critical concerns.These include the constraints of comparative logic in global education policy-making,the erosion of teacher and student agency under behaviorist paradigms,and the epistemological limitations of data-intensive research driven by computational thinking.In response to these challenges,there is an urgent need to critically reassess the educational potential and value of data.First,a shift from policy convergence to innovative intervention should be pursued through the localized adaptation and creative development of best practices.Second,enabling teachers'active participation in inclusive data practices can help counteract the standardizing pressures placed on educational actors and their practices.Third,embracing diverse research paradigms that emphasize data autonomy and mutual construction offers a promising pathway to address the"measurement crisis"and"technological deficit"in educational research,thereby unlocking data's transformative potential in education.关键词
数据凝视/教育数据化/数据治理/教育数字基础设施Key words
Data gaze/Datafication of education/Data governance/Educational digital infrastructure分类
社会科学引用本文复制引用
李璇律,田莉..数据凝视:教育数据化的批判性探讨[J].远程教育杂志,2025,43(2):23-30,8.基金项目
本文系2024年云南省哲学社会科学规划教育学项目"新课标背景下云南省中小学教师跨学科教学能力现状与提升路径研究"(项目编号:AC24005)的研究成果. （项目编号:AC24005）
