抵抗与重构：人工智能时代教育叙事探究的“二次转向”

doi:10.16382/j.cnki.1000-5560.2026.01.005

摘要/Abstract

摘要：

人工智能的迅猛发展正引发教育研究的范式危机。通过对20世纪80年代教育研究“叙事转向”的批判性继承，提出人工智能时代教育叙事探究的“二次转向”理论，构建“抵抗数据异化”与“重构人文叙事”的新范式。“二次转向”以技术批判为核心，通过三重范式革新实现教育研究的方法论突围：本体论层面，揭示AI对教育经验的解蔽与重构，将叙事探究本体从“人本经验”转向“人–技术–经验”的混合意向性存在；认识论层面，以芬伯格的次级工具化为指引，融合技术诠释学框架与行动者网络理论，使教育叙事探究的生产场域被重新界定为人类与技术的动态协商网络；价值论层面，构建动态伦理审查机制，将算法透明度审查、参与式协商程序融入研究全流程，捍卫教育叙事探究的解放性潜能。实践路径包含人机协同的透明叙事采集、人机共生的批判性解码、技术中介的叙事再创造与动态协商的伦理评价。“二次转向”最终实现双重使命——在抵抗数据异化中重构叙事的生命厚度，建立叙事韧性防线；重构教育研究人文品格的范式革命，构建技术批判的叙事共同体。

关键词: 叙事探究, 叙事转向, 人工智能时代, 教育研究, 技术批判

Abstract:

The rapid development of artificial intelligence is triggering a paradigmatic crisis in educational research. Through a critical inheritance of the “narrative turn” in the 1980s educational research, this study proposes the theory of the “second turn” in narrative inquiry for the AI era, constructing a new paradigm of “resisting data alienation” and “reconstructing humanistic narratives.” Centered on technological critique, the “second turn” achieves methodological breakthroughs via threefold paradigmatic innovation. Ontologically, it reveals how AI deconstructs and reconstructs educational experience, shifting narrative ontology from “human-centered experience” to a hybrid intentional existence of “human-technology-experience.” Epistemologically, guided by Feenberg’s secondary instrumentalization, it integrates techno-hermeneutics with Actor-Network Theory (ANT), redefining narrative production as a dynamic negotiation network between humans and technologies. Axiologically, it establishes a dynamic ethical review mechanism by embedding algorithm transparency audits and participatory negotiation procedures into research workflows, safeguarding the emancipatory potential of educational narratives. The practical pathways include transparent human-AI collaborative narrative collection, critically symbiotic human-machine decoding, technology-mediated narrative recreation, and dynamically negotiated ethical evaluation. Ultimately, the “second turn” fulfills dual missions: reconstructing narrative existential depth by resisting data alienation and building narrative resilience, while revolutionizing educational research’s humanistic character through constructing a techno-critical narrative community.

Key words: narrative inquiry, narrative turn, artificial intelligence era, educational research, technological criticism

王青. 抵抗与重构：人工智能时代教育叙事探究的“二次转向”[J]. 华东师范大学学报(教育科学版), 2026, 44(1): 56-64.

Qing Wang. Resistance and Reconstruction: The “Second Narrative Turn” in Educational Narrative Inquiry in the Artificial Intelligence Era[J]. Journal of East China Normal University(Educationa, 2026, 44(1): 56-64.

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