数字技术深刻重塑了青少年的情感生成方式与表达逻辑，催生了情感扁平化、关系疏离化与价值虚无化等异化表征。本文从教育学视角出发，厘清“情感异化”的概念内涵，继而分析数字时代青少年情感异化的三重表现及其发生机理；在此基础上，论证中华优秀传统文化对情感异化的调适合法性，并建构“认知重构—情感涵育—行为复归”三维调适机制模型；最后从课程融入、活动体验与环境营造三条路径提出教育实践建议。研究认为，传统文化教育并非对数字化的否定，而是在数字化生存中为青少年情感发展提供价值锚定与意义支撑的教育性力量。

Digital technology has profoundly reshaped the ways adolescents generate and express emotions, giving rise to alienated manifestations such as emotional flattening, relational detachment, and value nihilism. From a pedagogical perspective, this paper first clarifies the conceptual meaning of “emotional alienation” and then analyzes the threefold manifestations and generative mechanisms of adolescents’ emotional alienation in the digital age. On this basis, it argues for the legitimacy of drawing on fine traditional Chinese culture to adjust emotional alienation and constructs a three-dimensional adaptive mechanism model of “cognitive reconstruction—emotional cultivation—behavioral restoration.” Finally, it proposes educational practice recommendations along three paths: curriculum integration, experiential activities, and environmental design. The study concludes that education in traditional culture is not a negation of digitalization; rather, it is an educative force that provides value anchoring and meaning support for adolescents’ emotional development within digital existence.