中国电化教育

智慧学习环境中身体意义在教学交互中的缺失，使得课堂教学变革难以从深水区突围。身体在场成为教学变革的核心突破口。该研究首先依托现象学哲学的发展脉络，溯源身体在场的理论基础，解读现象学、认知科学、交互系统设计、教育元宇宙等领域中身体在场的侧重点，从中抽取出“身体在场”的具身性本质。其次，依托具身性的演化路径，从互动观视角重构身体在场的理论体系，即具身交互理论。该理论秉持“身体参与意义建构的体验性交互活动”的观点和“感知-行动-反思”的循环结构，支持身体、大脑与环境协同参与意义建构，体现出基于身体感知、感知为了行动、行动伴随意义的特征。最后，通过归纳并融合教学交互模型与具身交互模型的双重优势，结合具身交互的本质内涵和循环结构，生成具身交互模型的设计原则和行动机制，构建由“被动感知交互、主动感知交互、行动交互和反思交互”组成的、以学为中心的RBAP模型，明确四要素及相互作用关系、智慧学习环境对四要素的支持作用，助力具身交互行为的识别、具身交互教学设计的开展与具身交互程度的评估，继而突破理论的桎梏实现常态化应用。

In smart learning environment, the meaning of body is missing in teaching interaction, which poses a significant challenge to teaching reform. The presence of the body has become a core breakthrough in teaching reform. Based on the development of phenomenological philosophy, this study first traces the theoretical system of body presence, interprets the focus of body presence in phenomenology, cognitive science, interactive system design, and educational metaverse. And then, we extract the embodied essence of “body presence” from it.Secondly, this study relies on the evolutionary path of embodiment, the theoretical system of body presence is reconstructed from the perspective of interaction, namely embodied interaction theory. This theory holds the view of “the body participates in meaning construction”and the dynamic mechanism of the cycle of “perception-behavior-reflection”. It supports the collaborative participation of the body, brain, and environment in meaning construction, and shows the characteristics of “perception based on the body, perception for behavior, and behavior comes with meaning”. Finally, by integrating the advantages of teaching interaction model and embodied interaction model, combining the essential and dynamic mechanism of embodied interaction, the design principles and action mechanism of embodied interaction are generated,and the RBAP model consisting of “passive perceptual interaction, acquired perceptual interaction, behavioral interaction, and reflective interaction” is constructed. The content and interaction relationship of the four elements are clarified, and the supporting of smart learning environment for embodied interaction are summarized, to facilitate the identification of embodied interaction behavior, the development of embodied interaction instructional design, and the evaluation of the effects of embodied interaction. Thereby breaking through the theoretical barriers to achieve normalized application.