【作 者】：
王美倩， 郑旭东
【关 键 词 】：
教学交互； 离身交互； 具身交互； 动手； 动脑； 动心
【栏 目】：
课程与教学
【中文摘要】：
受经典认知科学影响，以抽象符号为中介的离身交互在教学中占主导地位，导致学习者左脑思维得到了良好塑造但右脑思维发展受限。具身认知科学和人工智能技术的快速发展，为教学交互向以身体信号为中介的具身交互转变和培育学习者的全脑思维奠定了基础。学习是一个从动手到动脑再到动心的过程。从具身交互的视角来看，动手主要表现为人与技术具身关系支持的在场互动，动脑主要表现为“感觉—运动”特异性模拟支持的隐喻互动，而动心则体现在手脑并用支持的认知与实践的持续对话。动手与动脑的交织造就了“会思考的手”与“能动手的脑”，而要想使学习走向动心，则必须让学习者在动手与动脑的协调转化中体验到创作之妙、学习之美。
【英文摘要】：
Influenced by classical cognitive science, disembodied interaction mediated by abstract symbols has dominated teaching and learning, resulting in the well-developed shaping of the learners' left-brain thinking but the limited development of their right-brain thinking. The rapid development of embodied cognitive science and artificial intelligence technology has laid the foundation for the shifting of teaching interaction to embodied interaction mediated by body signals and the cultivation of learners' whole-brain thinking. Learning is a process that evolves from the "hands-on" to the "minds-on" and then to the "hearts-on". From the perspective of embodied interaction, the "hands-on" is mainly manifested as on-site interaction supported by the embodied relationship between human and technology, the "minds-on" is mainly characterized by metaphorical interaction supported by the specificity of "sense-act" simulation, and the "hearts-on" is reflected in the ongoing dialogue between cognition and practice supported by the combined use of hands and minds. The interweaving of the "hands-on" and the "minds-on" creates "hands that can think" and "brains that can do", the "hearts-on" emerges when learners experience the wonder of creation and the beauty of learning in the coordinated transformation between the "hands-on" and the "minds-on".
【下 载】：
动手、动脑与动心：论教学交互的具身转向与 学习的三重境界