【作 者】：
张刚要， 陈 煜
【关 键 词 】：
机械身体论； “在世存在”身体论； 教育技术实践； 身体
【栏 目】：
理论探讨
【中文摘要】：
在笛卡尔机械身体论的导引下，早期的教育技术实践呈现出“被动性”和“可分性”的身体景观。“被动性”致使学习者的身体处于“隐而不显”的状态，“可分性”则致力于知识普遍性与抽象性的寻求而疏离了学习者的生命体验。梅洛-庞蒂的开创性工作使得“在世存在”身体论逐渐在整个思维领域全面扩张，并在技术时代里遵循“人（身体）—技术—世界”的结构推动和深化。在此背景下，教育技术实践描画出“多种身体形式与多重在场方式”的新图景。具体包括：网络空间中基于学习者图形化身的“缺席在场”、虚拟现实空间中学习者与VR技术“融合共生”的“知觉在场”、孪生数字空间中基于虚拟数字教师/学习者的“分身在场”。
【英文摘要】：
Under the guidance of Descartes' Mechanical Body Theory, the early educational technology practice presents the body landscape of "passivity" and "reparability". The "passivity" makes the learner's body invisible, while the "reparability" is committed to seeking the universality and abstraction of knowledge, which alienates the learner 's life experience. Merleau-Ponty 's pioneering work has led to the gradual expansion of the "Being-in-the-world" Body Theory in the whole field of thinking, and has been driven and deepened by the structure of "human (body) -technology-world" in the technological era. In this context, the practice of educational technology depicts a new picture of "multiple body forms and multiple modes of presence", including "absence presence" based on learners' graphical avatars in cyberspace, "perceptual presence" of "integrated symbiosis" based on learners and VR technology in virtual reality space, and "separated presence" based on virtual digital teachers / learners in twin digital space.