CAJ | 학술논문

人的主体性与知识的建构密切相连，而现代技术的飞跃发展更增强了两者的联系。计算机网络为外语学习者提供了丰富的学习资源以及学习时间和空间上的灵活性，使传统的教学组织者和操控者——教师隐退到“评估与管理者”的位置，学习者的主体性得到彰显。然而，在机助语言学习模式下，学习者的主体性虽然被技术松了绑，却被放逐到网络超文本的无限链接中。笔者通过梳理现代学习理论中学习者的角色演变以及追溯主体概念的哲学发展轨迹来试图证明这一观点。
인적주체성여지식적건구밀절상련，이현대기술적비약발전경증강료량자적련계。계산궤망락위외어학습자제공료봉부적학습자원이급학습시간화공간상적령활성，사전통적교학조직자화조공자——교사은퇴도“평고여관리자”적위치，학습자적주체성득도창현。연이，재궤조어언학습모식하，학습자적주체성수연피기술송료방，각피방축도망락초문본적무한련접중。필자통과소리현대학습이론중학습자적각색연변이급추소주체개념적철학발전궤적래시도증명저일관점。
Human subjectivity has been closely related to the construction of world knowledge. Rapid development of modern technology is a catalyst to the tie between them. Computer net- work provides the learner of foreign languages with such abundant resources and flexible learning time and space that even teacher, the traditional organizer and manipulator of language learning, retreat to be assessor and manager. Learner＇s subjectivity is highlighted in appearance. However, in Computer Assisted Language Learning （CALL） model, the subjectivity of learner is in fact ex- iled in the endless linkages by hypertexts on computer network. This paper intends to prove this by a systematical reflection on the transformation of learner＇s roles in modern study theories and the philosophical development of the subjectivity.