从身体到类身体:具身学习的后人类叙事——基于技术变迁视角

From Body to Quasi-Body: Post-Human Narrative of Embodied Learning: From the Perspective of Technological Change

技术的发展变迁拓展了人类身体的感知和经验,给具身学习带来了更多机遇。技术变迁塑造了具身学习中的不同身体现象。就其中身体的出场形式而言,学习者的身体经历了“在场—缺席—在场”的往复过程;就身体的视觉面向而言,学习者的身体视觉历经了“注视—远视—共视”的变迁过程;就身体的交互形态而言,学习者的身体交互历经了“人人—人机—体感”的演变过程。智能技术使学习方式变得更多元,学习时空变得更自由。智能技术在塑造学习场域的后人类具身学习“景观”的同时,使学习者身体的物质属性受到挑战,身体的道德文化价值也逐渐丧失。为免于学习者深陷“身体异化”的境地,保障学习者身体的完整性,发挥学习者的主体性,需要积极建构技术与身体的共生关系,重申身体之于学习的价值和作用。

Technology development has expanded the perception and experience of human body and brought more opportunities for embodied learning. Technological changes have shaped different physical phenomena in embodied learning. In terms of the appearance form of body, learner's body has experienced a reciprocating process of “presence, absence, presence”. In terms of the visual aspect of body, learners' body vision has gone through the changing of “fixation, hyperopia, co-vision”. In terms of the interaction form of body, learners' body interaction has gone through the evolution of “man and man, man and machine, sense of body”. At present, intelligent technology makes learning style more diverse, learning time and space more free, and it is also shaping the landscape of embodied learning for future generations in learning field, which challenges the material attributes of learners' bodies and deprives their moral and cultural values. Therefore, in order to save learners from the situation of body alienation, ensure their integrity and give full play to learning subjectivity, it is necessary to actively construct symbiotic relationship between technology and body and strengthen the value and role of body in learning.