上海教育评估研究2026，Vol.15Issue(3)：61-67,7.
教育现象学视域下数智技术赋能课堂教学评价的风险与进路
Risks and Approaches to Empowering Classroom Teaching Evaluation with Digital Intelligence from the Perspective of Educational Phenomenology
摘要
Abstract
The embodied,interactive and situational characteristics of digital intelligence technology help drive classroom teaching evaluation to return to the real educational situation,enhance the interaction between teachers and students,and promote teaching evaluation to return to the life world,which is highly consistent with the core concept of educational phenomenology.However,while digital intelligence technology has a positive impact on classroom teaching evaluation,there are also risks such as information dementia,data conformity and technology arrogation.From the perspective of educational phenomenology,classroom teaching evaluation still needs to be based on the facts and return to the original state of evaluation,attach importance to inter-subjectivity and enhance the interaction between teachers and students,return to the life world and pursue the true value of evaluation,so as to reshape the original experience of teaching evaluation.关键词
教育现象学/数智技术/教学评价/课堂教学Key words
Educational phenomenology/Digital intelligence technology/Teaching evaluation/Classroom teaching分类
社会科学引用本文复制引用
张静静,张中原..教育现象学视域下数智技术赋能课堂教学评价的风险与进路[J].上海教育评估研究,2026,15(3):61-67,7.基金项目
2025年度安徽省哲学社会科学规划一般项目"教师数字素养生成的人性化逻辑与提升路径研究"(AHSKY2025D70) （AHSKY2025D70）
2025年安徽省新时代育人质量工程项目(研究生教育)"课程思政示范课程'教育原理'"(2025kcszsfkc079). （研究生教育）
