【作 者】：
金明飞， 蔡连玉
【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
【栏 目】：
学科建设与教师发展
【中文摘要】：
回应技术何以未能深刻影响教育的乔布斯之问有多种维度，而具身技术理论能为此提供有力解释。具身技术是联结身体与物化技术构成“新整体”的人类个体技术应用素养，技术的“物化—具身”二维分析框架拓展了教育技术分析的论域。对教育技术演进中具身技术的考察可知，教师的具身技术发展经历了具身技术的无意识教育应用时期、物化技术为中心的具身技术被遮蔽时期、从物化技术到呼唤具身技术时期和人机协同凸显具身技术需求时期四个阶段。教师具身技术在不同时期的发展状况整体呈现出具身技术不足的特征，而具身技术不足导致教育中物化与具身技术失衡，物化与具身技术失衡导致教师技术应用效果不佳，技术应用效果不佳最终导致技术赋能教育阻滞。为了技术更好地赋能与变革教育，需要有针对性地培养在职教师和师范生的具身技术，为此传统教师教育亟待整体变革，以构建基于人机协同的教师教育体系。
【英文摘要】：
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.
【下 载】：
技术何以未能深刻影响教育：基于对教师 具身技术历史考察的回应