Technological Rationality and Educational Authenticity: Dilemmas and Optimized Pathways for College English Classroom Teaching in the Big Data Era

Xiaohan Wang

doi:10.47297/wspiedWSP2516-250010.20250904

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Technological Rationality and Educational Authenticity: Dilemmas and Optimized Pathways for College English Classroom Teaching in the Big Data Era

Volume 9, Issue 4

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Technological Rationality and Educational Authenticity: Dilemmas and Optimized Pathways for College English Classroom Teaching in the Big Data Era
Technological Rationality and Educational Authenticity: Dilemmas and Optimized Pathways for College English Classroom Teaching in the Big Data Era
Sichuan University of Media and Communication
Vol. 9, Issue 4, Pages: 53-57(2025)
Published：23 April 2025
DOI：10.47297/wspiedWSP2516-250010.20250904
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Wang Xiaohan.Technological Rationality and Educational Authenticity: Dilemmas and Optimized Pathways for College English Classroom Teaching in the Big Data Era[J].Journal of International Education and Development,2025,09(04):53-57.
DOI：

Wang Xiaohan.Technological Rationality and Educational Authenticity: Dilemmas and Optimized Pathways for College English Classroom Teaching in the Big Data Era[J].Journal of International Education and Development,2025,09(04):53-57. DOI： 10.47297/wspiedWSP2516-250010.20250904.

摘要

Abstract

At present

there is a dispute about whether information technology can really improve the effect of education. The rapid development of Internet

big data and artificial intelligence technology has brought cutting-edge teaching technology means to teachers. However

in fact

the new technological teaching methods will indeed have a bad impact on the classroom teaching. On the one hand

the personal teaching style of teachers will be constrained by technology

On the other hand

students' characteristics will not be highlighted. Once modern information technology was introduced into the teaching of higher education

it is bound to have an impact on the traditional teaching model. Taking higher education in China as an example

this paper discusses the characteristics and development of big data and the challenges it brings to undergraduate classroom teaching

and puts forward corresponding countermeasures.

关键词

Keywords

references

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