我国教育技术学领域“具身”研究脉络解读

Reviewing Research on Embodiment in Educational Technology Studies in China

“具身”研究是近几年教育学领域的研究热点,而作为教育学众多二级学科中唯一一门由教育理论和现代技术相互渗透和融合形成的交叉学科[1],我国教育技术学领域“具身”研究还存在颇多障碍。文章采用CiteSpace 6.1.R6工具,对中国知网上教育技术学八种核心期刊发表的以“具身”为主题的文献进行可视化分析。研究发现,我国教育技术学领域“具身”研究的规模较小,但已有研究的质量比较高。研究队伍较分散,以短期小范围内的高等教育院校合作研究为主,整体合作氛围比较薄弱,研究深度和广度均受到限制。随着人们认知规律变化、教育观念转变和技术发展,我国教育技术学领域“具身”研究视角经历了从以具身认知为主的理论研究,到技术支持的具身教学应用研究,再转向技术推动教育教学的具身变革研究。

Research on embodiment has been one of the hot spots in education studies in recent years.However,as the only interdisciplinary field among many secondary studies in education that is born out of integration of educational theory with modern technology,this research is still facing many obstacles.The article samples the CNKI,and retrieves literature on embodiment from eight key journals of educational technology in China,then uses CiteSpace 6.1.R6 tool to analyze visually the literature.Findings reveal that research in this field is scarce,but of high quality.Research teams scatter among higher education institutions,collaborating on short-term and small-scale projects,and their overall cooperative mechanism is not strong enough,not facilitating the research's further development.And the research perspective has gone through from embodied-cognition-based theories,to technology-supported embodied teaching practice,until technology-driven teaching and learning reform,witnessing researchers'cognitive and educational concept transformation,in addition to technology innovation.