国际具身学习的研究历程、理论发展与技术转向

The Research Process, Theoretical Development and Technological Transformation of International Embodied Learning

随着具身认知理论的兴起和现代学习方式的变革与创新,具身学习作为一种融合具身认知和新型交互技术的学习方式,逐渐受到全球各领域研究者的关注和重视。国际具身学习研究历经20年的发展与积淀,目前处于深化发展的关键阶段。身体现象学、概念隐喻、知觉符号、镜像神经元、动力系统、技术现象学等哲学、语言学、心理学和神经科学等理论为具身学习提供了重要的学理支撑。基于现代技术的驱动,当前的具身学习研究已呈现出技术转向,并在层级划分、设计原则和实践应用等方面取得阶段性进展。我国的具身学习发展应在借鉴国外理论与实践研究经验基础上,合理运用具身技术,营造多模态交互的具身学习环境,开发不同类型的具身学习项目,通过构建科学化、智能化的评价体系,促进具身学习效率的提高。

With the rise of the embodied cognition theory and the transformation and innovation of modern learning methods, embodied learning, as a learning method integrating embodied cognition and new interactive technology, has gradually attracted the attention of researchers in various fields around the world. After 20 years of development and accumulation, the study of international embodied learning is at a critical stage of deepening development. Philosophical, linguistic, psychological and neuroscientific theories, including body phenomenology,conceptual metaphor, perceptual sign, mirror neuron, dynamical system, technological phenomenology and so on,provide important theoretical support for embodied learning. For the driving force of modern technology, the current study of embodied learning has shown a technical turn, and has made progress in hierarchical division, design principles and practical application. Based on the experience of foreign theoretical and practical research, we should apply embodied technology properly to create a multi-modal interactive embodied learning environment and develop different types of embodied learning programs for the development of embodied learning in China. The efficiency of embodied learning can be improved through developing embodied technology and building a scientific and intelligent evaluation system.