在场:工具中介支持的具身学习环境现象学

Presence:The Phenomenology of Technology-mediated Embodied Learning Environments

本研究基于教育技术学的视角，从“在场冶这一关键概念出发，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“在场冶实现的融合，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—学习环境冶的在场，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—学习环境冶之间的“在场冶关系。

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 subject 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 as being in the world. This presence evolves through the mediation of embodied technology. Ihde has discussed the relationship between human and technology in his book Technology and the Lifeworld: From Garden to Earth (Ihde， 1990). He argued that there were four different relations between human and technology: embodiment relations， hermeneutic relations， alterity relations， and background relations. Among these humantechnology relations， embodiment relations are the most basic and common relations. And they provided a primary framework for us to understand the relationship between learners and technologies in a learning environment. Ihde described these relations as “( human-technology) world， and explained that technology was a mediator that was regarded as something transparent which participated in the human's experience of the world. Although technology is almost covert in embodiment relations， we can still make it out depending on our body's capability of perception. Technology is a mediator from start to finish， it hasn't integrated with our body totally after all， let alone being a part of our body. So actually， technology is partially transparent or quasi-transparent. This distinctive configuration of technology was described as a structure of “ magnification / reduction＂， which means that embodiment relations magnify and reduce something that we are experiencing at the same time. What is so -called magnification? It refers to the technologies that transfer human's perception and extend their capabilities. For the socalled reduction， it means that technologies reduce people's sense dimensions. The feeling of focusing on something makes our body experience changes from multidimensional to unidimensional. It is obvious that the technological structure of “magnification / reduction ＂is self-contradictory. But it reveals human’s activeness and creativeness， which promotes people to cognize in action. The intentional model of “(human-technology)world and the technological structure of “magnification / reduction　＂facilitate the transformation of educational technologies from disembodied to embodied. And it helps to create a cognitive view of presence thatemphasizes the subjective position of learners and the context effect of learning environments. As for “what to be present＂， the authors argue that embodied learning environment should be developed through embodied technology， so as to provide a potential possibility for the learner’s experience of presence. When it comes to “how to present it， the authors propose that the presence of “learner-learning environment　should be created by the embodied technology， which mediates the interactions between learners and learning environments.