从“媒介素养”到“算法共情”——智能传播时代媒介教育范式的重构

摘 要：智能传播时代，媒介角色从内容提供者转向了认知架构者，人与媒介的关系从“使用”走向“共生”。随着算法深度嵌入信息环境，媒介素养教育形态从“静态文本”转为动态认知、教育标准从事实辨析让位于情感认知、教育对象从独立个人转为“数据节点”，传统媒介素养教育难以有效应对生成性媒介所带来的各种挑战。因此本文提出通过系统性地培育用户算法共情能力，提升他们在算法系统中的认知自主性与创造性，并将其划分为认知共情、情感共情与批判共情三个层面。其中，认知共情要求人们理解算法的运作逻辑与数据权力结构，实现对技术的祛魅；情感共情倡导觉察自身在算法诱导之下所产生的前意识情感流动，以缩短刺激与反应之间的时间差；而批判共情主张超越人机二元对立，在人机共生当中维持具有反思能力的主体性，从而完成从被动适应到主动协同创造的转变，进一步重构后人类语境之下的数字公民素养。

关键词：媒介素养；算法共情；智能传播；教育范式

正文 

可下载并阅读全文PDF，请按照本文版权许可使用。
Download the full text PDF for viewing and using it according to the license of this paper.

From “Media Literacy” to “Algorithm Empathy”—The Reconstruction of Media Education Paradigm in the Era of Intelligent Communication

Abstract: In the era of intelligent communication, the role of media has shifted from content providers to cognitive architects, and the relationship between humans and media has evolved from “use” to “coexistence”. With algorithms deeply embedded in the information environment, the form of media literacy education has shifted from “static text” to dynamic cognition and education standards, moving from fact analysis to emotional cognition, and the educational targets have changed from independent individuals to “data nodes”. Traditional media literacy education is difficult to effectively address various challenges brought about by generative media. Therefore, this article proposes to systematically cultivate users' algorithm empathy skills, enhance their cognitive autonomy and creativity in the algorithm system, and divide it into three levels: cognitive empathy, emotional empathy, and critical empathy. Among them, cognitive empathy requires people to understand the operation logic of algorithms and the data power structure, achieving demystification of technology; emotional empathy advocates being aware of the pre-conscious emotional flow generated by algorithms under artificial induction, to shorten the time gap between stimulus and response; and critical empathy advocates transcending the binary opposition between humans and machines, maintaining a reflective subjectivity in the coexistence of humans and machines, thereby completing the transformation from passive adaptation to active collaborative creation, and further reconstructing digital citizen literacy in the post-human context.

Keywords: Media Literacy; Algorithmic Empathy; Intelligent Communication; Educational Paradigm

参考文献

1. 余秀才,朱家仪,郭奇.从情感劳动到算法共情：短视频、AI与后人类主义视阈下的网络舆论重构[J].新媒体与社会,2025,(04):308-326+502-503.
2. 石晋阳,陈刚.论媒介素养教育的情感转向[J].现代传播(中国传媒大学学报),2016,38(04):153-156.
3. 约翰·费斯克,王晓珏,宋伟杰. 理解大众文化[M]. 北京:中央编译出版社,2001.09.
4. 陈力丹. 提升媒介素养[J].东南传播,2017,(08):33-35.
5. 张蕊,高宁.公民媒介素养教育的西方范式与中国路径[J].东岳论丛,2018,39(04):184-190.
6. 林三芳.青少年媒介素养教育现状及其发展策略——基于成都市青少年媒介素养现状调查的研究[J].四川师范大学学报(社会科学版),2012,39(04):122-128.
7. Vosoughi S , Roy D , Aral S .The spread of true and false news online[J].Science, 2018, 359(6380):1146-1151.
8. 仰海峰.超真实、拟真与内爆——后期鲍德里亚思想中的三个重要概念[J].江苏社会科学,2011,(04):14-21.
9. Children and Screens. Online Misinformation and Disinformation A tip sheet for parents and caregivers. April.2025,https://www.childrenandscreens.org/learn-explore/research/online-misinformSation-and-disinformation/
10. 欧亚,夏玥.隐蔽的说服：计算式宣传及其对中国国际传播的挑战[J].对外传播,2019,(12):40-42+1.
11. Provence S , Forcehimes A A .Algorithms for Empathy: Using Machine Learning to Categorize Common Empathetic Traits Across Professional and Peer-Based Conversations[J].Cureus, 2024, 16(4):11.
12. Gu R ,Zhou Y ,Yao S , et al.The human-AI empathy loop: a path toward stronger human-AI relationships.[J].Science bulletin,2025,71(4):683-687.
13. K. G. A , Joseph J .The compassion illusion: Can artificial empathy ever be emotionally authentic?[J].Frontiers in Psychology, 2025.
14. 杨学成,郭景.非对称社会互动中的人工共情机制研究：基于系统性文献综述的理论整合[J].北京工业大学学报(社会科学版),2026,26(02):93-108.
15. 李菲,吕欣.情感人工智能驱动下的共情媒介与共情传播[J].现代传播(中国传媒大学学报),2026,48(02):99-110.
16. 蒋俏蕾,陈宗海,张雅迪.当我们谈论媒介共情时，我们在谈论什么——基于可供性视角的探索与思考[J].新闻与写作,2022,(06):71-85.
17. 陈呈.情感外包与算法共情：AI陪伴产业中的劳动机制与平台治理[J].编辑之友,2025,(11):98-103+105.
18. 袁亚兵,齐冰.算法介入与心态生成：大学生网络社会心态的“心灵算法”机理研究[J].中国青年研究,2026,(01):35-43+118-119.