【摘要】 技术的每一次飞跃都深刻影响着教育形态，推动教师存在方式在技术赋能与人文坚守的博弈中螺旋式演变。从农业时代嵌入乡土共同体的经验型存在、工业时代制度化规训下的专业化存在、信息时代数字赋能下的开放性存在，到数智时代人机共生的主体性存在，教师存在方式完成了四次历史性形态跃迁。当前，技术反噬效应显著，工具规制导致数据驱动下的情感疏离，技术附庸现象引发教育主体性的缺失，技术封建主义加剧教育资源的数字化壁垒。数智革命正推动教师存在方式发生立体嬗变，教师存在形态从单一身份向复合存在拓展，关系结构由“师—生”二元互动重构为“师—生—机”三元协同，实践场域从知识传递向智慧赋能转型。教师的不可替代性源于其对课程本质的深度诠释能力、对学情数据的情感解码智慧以及在元宇宙、脑机接口等新型场域中培育价值共识的实践能力。数智时代教师存在方式的演变并非遵循线性发展路径，而是在技术逻辑与教育本质的持续对话中不断调适、曲折发展。更多还原

【Abstract】 Every technological leap profoundly reshapes the landscape of education, propelling teachers’ existence into a spiraling evolution amid the tension between technological empowerment and humanistic perseverance. Teachers’ existence has undergone four historical transformations in form, namely, the experiential existence embedded in rural community networks during the agricultural era; the professionalized existence under institutional discipline in the industrial era; and the digitally empowered open existence in the information era; and the subjectivity-centered existence in human-machine symbiosis in the digital intelligence era. The current technological backlash exhibits prominent effects: instrumental regulation induces data-driven emotional alienation, technological dependency triggers self-loss of educational subjectivity, and technological feudalism exacerbates digital barriers in educational resource allocation. The digital intelligence revolution is driving a multi-dimensional metamorphosis in teachers’ existence: the form of existence is expanding from singular identity to composite being, relational structures are being reconstructed from teacher-student interaction to teacher-student-machine collaboration, and practical domains are shifting from knowledge transmission to wisdom empowerment. Teachers’ irreplaceability stems from their capacity to deeply interpret curricular essence, decode learning analytics with emotional intelligence, and cultivate value consensus in emerging domains such as the metaverse and brain-computer interfaces. The evolution of teachers’ existence in the digital intelligence era does not follow a linear trajectory but represents a tortuous process of continuous adjustment through the ongoing dialogue between technological logic and the essence of education.更多还原