【作 者】：
王 辞 晓
【关 键 词 】：
具身认知； 具身技术； 具身设计； 学习环境； 情境交互
【栏 目】：
理论探讨
【中文摘要】：
近年来，具身认知逐渐受到教育技术和学习科学领域的关注，但具身认知相关的教学实践仍处于摸索阶段。文章通过梳理具身认知的国内外经典文献，发现将具身认知的理论落地到教育教学实践，不仅要重视身体及其经验对认知的作用，还需要从本源上结合学习理论来理解具身认知理论如何在技术的支持下指导学习。文章梳理了具身认知的理论提出与认知科学依据，并从伊德的技术现象学视角来梳理包括具身关系的人与技术的多种关系，来探析技术如何强化具身经验以促进学习；通过与生态知觉、体验学习等理论进行对话，梳理技术支持的具身环境情境交互；最后，对现有研究中关于技术支持的具身设计和学科实践进行了总结，包括具身技术的设计、具身环境设计以及相应的教学设计原则。
【英文摘要】：
In recent years, embodied cognition has attracted more and more attention in the field of educational technology and learning science, while the teaching practice of embodied cognition is still at the exploratory stage. This paper reviews the domestic and foreign classic documents of embodied cognition and finds that the application of embodied cognitive theory to the practice of education and teaching should not only pay attention to the effect of the body and its experience on cognition, but also understand the theory from the source and understand the learning with cognitive guidance in combination with learning theory. First, this paper combs the theory of embodied cognition and its cognitive basis. Secondly, in order to explore how technology strengthens experience and promotes learning, this paper explores the relations between people and technologies from the perspective of Eade's technology phenomenon. Next, through the dialogue with theories of ecological perception and experiential learning, this paper analyses the situational interaction in embodied environment. Finally, this paper summarizes the design and discipline practice supported by technology in existing research, including the design of body technology, the design of embodied environment and corresponding teaching principles.