【关 键 词 】：
具身技术； “物化—具身”分析框架； 技术赋能教育； 师范生培养
There are multiple dimensions to the question of why technology has not profoundly impacted education, and the theory of embodied technology provides a powerful explanation for this. Embodied technology is the individual human technical application literacy that connects the body and materialized technology to form a "new whole", and the two-dimensional analysis framework of "materialization-embodiment" of technology expands the domain of educational technology analysis. An examination of the evolution of embodied technology in educational technology shows that the development of teachers' embodied technology has gone through four stages: the period of unconscious educational application of embodied technology, the period of obscured embodied technology centered on materialized technology, the period from materialized technology to the call for embodied technology, and the period of human-computer collaboration highlighting the need for embodied technology. The development of teachers' embodied technology in different periods has been characterized by an overall lack of embodied technology, and the lack of embodied technology leads to an imbalance between materialized technology and embodied technology in education, the imbalance of materialized technology and embodied technology leads to the ineffective use of technology by teachers, and the ineffective use of technology by teachers ultimately leads to the stagnation of technology-enabled education. In order to better empower and transform education through technology, the embodied technology of in-service teachers and normal university students needs to be cultivated in a targeted manner, and therefore, traditional teacher education needs to be reformed to build a teacher education system based on man-machine collaboration.