Digital Interactive Technology and the Cultivation of Social Skills of Autistic Children: Philosophical Thinking on Man-Machine Relationship

Abstract

Digital interactive technology has further promoted the development of modern education to a certain extent, better helped children to build self-confidence, strengthen their abilities, and laid a foundation for their later growth. Therefore, this paper puts forward an analysis of digital interaction technology and the cultivation of social skills of autistic children: philosophical thinking of man-machine relationship. According to the current analysis goal, the connotation of digital interaction technology is briefly described, and the importance of providing a safe and controllable environment for the cultivation of social skills of autistic children, meeting individual needs and forming cross-time training advantages is analyzed. On this basis, this paper discusses the challenges of digital interactive training of social skills for autistic children from the perspectives of hierarchical technology, educational form, individual development and social cognition. Next, first, we should define the dynamic social training goal, design a multi-level digital autistic children training mechanism, and form basic learning conditions. In addition, we should build an intelligent interactive skills training model, simulate diversified interactive social scenes, increase training levels, establish personalized training content, balance individual differences, and finally strengthen home-school cooperation, form educational synergy, and realize the formulation of digital interactive integration training strategies for autistic children. At present, the philosophical thinking of man-machine relationship is carried out from four angles: cognition, emotion, society and synthesis, which provides reference for subsequent research and development.