从离身到具身:在线学习环境的身体转向与具身重构  

Body Transition and Embodied Reconstruction of Online Learning Environment from Disembodiment to Embodiment

作　　者：韦妙 王婧 王美倩 WEI Miao;WANG Jing;WANG Mei-qian(Normal School of Vocational Techniques,Hubei University of Technology,Wuhan 430068,China)

机构地区：[1]湖北工业大学职业技术师范学院,武汉430068

出　　处：《成人教育》2024年第8期48-56,共9页Adult Education

基　　金：2022年教育部人文社科研究项目“高质量发展视域下我国职业教育媒介形象与社会认可研究”,项目编号为22YJC880085,主持人:韦妙;2020年湖北工业大学教学研究项目“高校在线‘金课’质量监控体系的构建与实施”,项目编号为校2020003,主持人:韦妙。

摘　　要：在线学习环境“交互感”“临场感”“沉浸感”的缺失影响了学习者的学习体验和学习效果。从具身认知理论出发,分析出导致此问题的实质原因是在线学习环境中隐匿的离身化倾向,具体表现为身体的双向“缺席”、认知资源的“割裂”、身心交互的“阻滞”、教育情境的“失真”。在当下技术推动在线学习环境从“直接具身”跃迁至“中介化具身”的关键时期,应强化在场体验,构建具身参与的物理学习环境;完善内容生态,构建具身融合的资源支持环境;深化人机互动,构建具身交互的情感心理环境;优化教育情境,构建具身实践的社会文化环境,让在线学习环境回归“具身”的本质属性,重新达到身体、认知、环境的再平衡。The lack of“interaction”“presence”and“immersion”affects the experience and learning effect of learners in online learning environment.From the theory of embodied cognition,the essential reason for this problem is the hidden tendency of disembodiment in the online learning environment,which is manifested in the two-way“absence”of the body,the“fragmentation”of cognitive resources,the“blocking”of physical and mental interaction,and the“distortion”of educational situation.In the critical period when technology promotes the transition of online learning environment from“direct embodiment”to“intermediary embodiment”,it is necessary to strengthen the experience of presence and build a physical learning environment for embodied participation;improve the content ecology and build a resource support environment for embodied integration;deepen human-computer interaction and build an emotional-psychological environment for embodied interaction;optimize the educational situation,build a social and cultural environment of embodied practice;let the online learning environment return to the essential attribute of“embodiment”,and rebalance the body,cognition and environment.

关 键 词：在线学习 离身 具身 具身认知 具身学习环境 

分 类 号：G72[文化科学—成人教育学]