从辅助到共生:教育人机协同创新的认知生态重构OA

While AI-driven digital transformation in education enhances efficiency,it simul-taneously precipitates profound crises,such as cognitive outsourcing,mental inertia and the ero-sion of human subjectivity.Addressing the imbalance in human cognitive ecology caused by the excessive technological intervention necessitates an exploration through a techno-phenomenologi-cal perspective.Heidegger's critique of"enframing"(Gestell),Don Ihde's theory of technological embodiment and the traditional Chinese wisdom of"governing technology with the Dao"collectively provide an integrated theoretical pathway.Three critical alienation issues are analyzed:the dissolution of embodied cognition,the subjectivity crisis,and the cognitive impoverishment,revealing how the excessive application of technology erodes the ontological value of education.A direction for cog-nitive symbiotic reconstruction in educational human-machine collaboration is thus proposed.The implementation pathways comprise:constructing embodied cognition enhancement systems to restore the topology of bodily perception;designing reflexive cognitive navigation frameworks to ensure algorithmic transparency and creating open meaning-generation interfaces to foster dia-logue with historical perspectives through cognitive gaps.These approaches aim to shift the edu-cational human-machine relationship from instrumental assistance to cognitive symbiosis,establis-hing an ecological balance between technological empowerment and the safeguarding of humanis-tic values.Education thereby reclaims its essential mission of advancing holistic human develop-ment.