【作 者】：
闫君子， 张家军
【关 键 词 】：
数智时代； 学习者身体； 身体存在； 身体隐忧； 身体栖居
【栏 目】：
理论探讨
【中文摘要】：
数智技术在学习中的全面渗透为学习者的身体存在创造了一种新的处境，并推动着学习者的身体不断发生变化。数智时代，学习者的身体存在可分为体知、体态、体行、体己四个维度。体知以“沉浸式”的数媒参与满足认知需求，体态以“全息式”的数据符号展示身体景观，体行以“社会化”的数字交互扩展存在空间，体己以“个性化”的数智自我投射个体差异。但因数智技术应用所导致的异化，学习者身体在学习活动中出现身体体验“碎片化”、身体形态“规训化”、身体交往“脱域化”和身体价值“偏离化”的现实隐忧。面对这种实然之困，应寻求数智技术应用与身体发展两者之间的平衡点，通过创设多元具身环境，强化身体整全体验；规范技术伦理尺度，提高身体解放程度；促进身体虚实统一，化解身份双重危机；正确引导个性发展，重塑身体生存价值的路径建构，推动数智技术更有效地服务于学习者的学习活动，以促进学习者身体在数智时代诗意地栖居。
【英文摘要】：
The comprehensive penetration of digital intelligence technology in learning creates a new environment for learners' physical being, and promotes continuous bodily changes. In the age of digital intelligence, learners' body being can be divided into four dimensions: body knowledge, body posture, body behavior and body self. Body knowledge meets cognitive needs through "immersive" digital media participation, body posture displays body landscape via "holographic" data symbols, body behavior expands its existence space with "socialized" digital interaction, and body self projects individual differences with "personalized" digital intelligence. However, due to the application alienation of digital intelligence technology, learners' bodies encounter practical hidden concerns in learning activities, including fragmented experiences, disciplined shapes, out-of-domain interactions, and deviated values. To address these challenges, this study seeks a balance between the application of digital intelligence technology and the development of the body, strengthen holistic body experience by creating multiple embodied environments; standardize the ethical standards of technology to improve physical liberation; promote body integration to resolve double identity crises; correctly guide personality development to reshape the path construction of survival value. These interventions effectively promote digital intelligence technologies to serve learning activities, ultimately fostering learners' bodies to dwell poetically in the digital age.