期刊论文

中文

开放教育研究

1007-2179

2016

22

1

60-65

10.13966/j.cnki.kfjyyj.2016.01.007

2014年度教育部哲学社会科学重大课题攻关项目(14JZD044)

本校为第一机构

本研究基于教育技术学的视角,从"在场"这一关键概念出发,对基于具身认知的学习环境进行了现象学意义的理论考察。从教育技术学的立场看,在教育这一境域中,作为认知主体的学习者与作为生活世界的学习环境通过"在场"实现的融合,是通过作为工具中介的技术具身于人完成的。具身学习环境之于主体的在场来说具有基础性意义,主要体现在基于具身认知的理论,以具身的技术营造学习环境,从而为学习者的在场体验提供潜在可能。只有以具身技术为中介,才能实现"学习者—学习环境"的在场,即通过作为学习者与学习环境交互作用之中介与桥梁的具身技术来建立"学习者—学习环境"之间的"在场"关系。

In this article, the authors conduct a theoretical investigation on the learning environment that is based on embodied cognition. From the perspective of phenomenology, the authors argue that the cognitive subject is the unity of human’ s body and mind, and the life-world constitutes the domain of human’ s self-emergence. The cognitive sub-ject is integrated with the life-world through the experience of presence. In the field of education, learners as cognitive subjects and learning environments as life-world are integrated into the presence ...