数智时代宏观教育学建构OA

The advent of the digital-intelligence era is profoundly reshaping the modes of existence and the overall structure of education.Educational frameworks grounded in technological instrumentalism and anthropocentrism are increasingly inadequate for explaining the systemic changes that occur as technology shifts from an external condition to an ontological component of education itself.Therefore,this paper argues that the central task of macro-pedagogy in the digital-intelligence era does not lie in addressing the application of specific instructional technologies,but in grasping,at a holistic level,the deep structural reconfiguration currently unfolding in education.This structural transformation is manifested in three key dimensions.First,the epistemic foundation of educa-tion shifts from a text-centered mode of cultural inscription to an algorithmic form of knowledge based on data and computation,in which the generation,organization,and renewal of knowledge are increasingly embedded in technological systems.Second,educational relations evolves from interpersonal structures centered on teacher-student interaction to human-machine relationship deeply mediated by technology,with technology gradually becoming a key organizing force in learning and communication.Third,the overall structure of education transitions from a school-centered system to a de-bounded learning ecology,in which the spatial forms,functional boundaries,and organizational roles of schools are systematically reconfigured.Against this background,the construction of macro-pedagogy in the digital-intelligence era follows a three-level pathway:at the ontological level,education is redefined as an educative practice co-constituted by humans and technology;at the organizational level,schools are reconceptualized as technological communi-ties;and at the institutional level,a macro-educational governance model driven by technology should be developed.This framework provides a systematic approach with a holistic perspective and theoretical reflexivity for the construction of macro-pedagogy in the dig-ital-intelligence era.