数智时代在线学习资源的极大丰富与工具智能水平的空前提升呈现出“资源丰裕—动机弱化”的悖论。本文以拉康精神分析学的“凝视”与“欲望”概念为理论框架，系统剖析数智时代大学生在线学习动机异化的深层心理机制。研究发现，在线学习平台通过“数据凝视”将学习者置于大他者的注视之下，使部分学习者动机从内在求知转向对符号性认同的追逐；生成式人工智能则以“即时满足”充当虚假的“对象a”供给者，造成欲望的短路。两种机制的合流，导致主体性在“焦虑—逃避—外包”的循环中被消解。但GAI揭示主体结构性匮乏的可能性也为欲望的重新激活提供了空间条件。研究从评价逻辑转向、符号性认同祛魅、批判素养培育、平台设计友好、秩序整饬与伦理重现五个维度，探讨数智时代大学生学习动机重构的实践路径，推进数智时代学习动机的重构与主体性的回归。

The overwhelming abundance of online learning resources and the unprecedented advancement of tool intelligence in the digital intelligence era present a paradox of "resource abundance—motivational weakening." This study employs Lacanian psychoanalytic concepts of "gaze" and "desire" as a theoretical framework to systematically analyze the underlying psychological mechanisms of motivational alienation in online learning among college students in the digital intelligence era. The research finds that online learning platforms position learners under the gaze of the "Other" through "data gaze," shifting the motivation of some learners from intrinsic knowledge-seeking to the pursuit of symbolic identification. Meanwhile, generative artificial intelligence acts as a false "object a" provider through "instant gratification," resulting in desire short-circuiting. The convergence of these two mechanisms leads to the dissolution of subjectivity in the cycle of "anxiety—escape—outsourcing." Additionally, generative AI reveals the possibility of structural lack in the subject, creating spatial conditions for the reactivation of desire. The study explores practical pathways for reconstructing learning motivation among college students in the digital intelligence era from five dimensions: shifts in evaluative logic, demystification of symbolic identification, cultivation of critical literacy, platform design friendliness, and order rectification and ethical revival. It advances the reconstruction of learning motivation and the return of subjectivity in the digital intelligence era.