Abstract: The integration of generative artificial intelligence (GAI) with ideological and political education represents an inevitable trend in the convergence of information technology and the discipline of ideological and political education,profoundly reshaping the subject-object relationships within this field.Traditional theoretical frameworks,including the single-subject theory,dual-subject theory,and inter-subjectivity theory,have established foundational analytical dimensions for understanding these relationships.However,their linear interaction models exhibit diminishing explanatory power in the face of intelligent technological disruption,where knowledge generation,human-machine collaboration,and contextual multiplicity emerge as critical variables influencing subject-object dynamics.Consequently,three major transformation trends have emerged:the educator's role shifts from overt authority to a more concealed guidance;the learner transitions from passive reception to autonomous engagement;and the relationship between educator and learner evolves from unidirectional transmission to interactive co-construction.In response to the rapidly evolving landscape of GAI,it is essential to empower educators through technological literacy and proactive pedagogical design,to foster learners' self-disciplined learning,and to incorporate humanistic values to facilitate a healthy and dynamic interaction between subjects and objects.This holistic approach aims to reconstruct a new paradigm of subject–object relations in ideological and political education that is adaptive,inclusive,and technologically informed.

Key words: generative artificial intelligence (GAI), ideological and political education, subject-object relationship