教育理论与实践

数智时代师生所建立起来的“轻社交”模式是当下社会发展的必然产物，一方面，“轻社交”以轻量化、泛在化以及精准化的特征充分体现出数智化科技的优势，满足了师生交往的情感与价值需求；另一方面，“轻社交”又表现出工具化、功利化以及浅表化的单向度交往特性，致使师生“轻社交”行为转向单向度，导致虚拟与现实的割裂。究其原因，主要在于工具理性与价值理性的失衡、现实空间与虚拟空间的矛盾以及交往主体与交往客体的模糊。纾解数智时代师生的“轻社交”行为，应通过教育工具理性与价值理性耦合、师生交往空间的虚实结合、师生主体意识的增强，引导师生构建和谐共生的交往环境，发挥其主体性价值，推动师生形成理性交往、规范交往的社交场域，做到价值共生、互联共生、情感共享，从而建立良好的师生社交生态。

The“Light Social Interaction”model established between teachers and students in the digital and intelligent era is an inevitable product of contemporary societal development. On one hand,characterized by its lightweight nature,ubiquity,and precision,“Light Social Interaction”fully leverages the advantages of digital and intelligent technologies,satisfying the emotional and value-based needs of teacher-student interaction. On the other hand,“light Social Interaction”also exhibits instrumental,utilitarian,and superficial characteristics,Leading to one-dimensional interactions. This causes teacher-student“Light Social Interaction”behavior to become one-dimensional,resulting in a rift between the virtual and the real.The primary reasons for this lie in the imbalance between instrumental rationality and value rationality,the contradiction between physical and virtual spaces,and the blurring of the boundaries between the interacting subject and object.To alleviate teacher-student“Light Social Interaction”behavior in the digital and intelligent era,it is essential to guide teachers and students in constructing a harmonious and symbiotic interaction environment and realizing their subjective value. This can be achieved by: coupling instrumental and value rationality in education,blending physical and virtual interaction spaces,strengthening the subjective consciousness of teachers and students. This will promote the formation of a social field characterized by rational and regulated interactions among teachers and students,achieving value symbiosis,interconnected symbiosis,and emotional sharing,thereby establishing a sound teacher-student social ecology.