目的 随着数智技术的迅猛发展,手工艺非物质文化遗产的数字教育步入新阶段,具身认知理论逐渐成为学界关注焦点。然而,现有研究多局限于个案分析,缺乏对手工艺非遗数智化具身学习设计的系统性与专题性探讨。本文基于具身认知理论,系统梳理当前手工艺非遗数智具身学习的相关理论与实践案例,进而构建面向该类非遗的数智化具身教育产品设计原则。方法 借助文献分析、案例研究与比较研究,结合手工艺非遗的认知与知识特性,深入分析了国内外关于具身认知、具身学习、数字具身学习、具身体验及具身交互设计的理论与案例,归纳并提出手工艺非遗的数智具身学习的理论模型、具身学习体验层级与交互设计的关系。结论 数智技术虽重塑了手工艺非遗学习的物理与虚拟环境,但其教育产品设计须遵循“感知-行动-反思-创造”的具身学习双循环模型。据此,本文提出情境化嵌入、体感一致性、数据化反馈和生成性协同四大设计原则,以支持手工艺非遗数智具身学习的有效实现,并为非遗教育产品的开发、跨学科研究及文化创新提供理论框架与实践参考。
Abstract
With the rapid development of digital and intelligent technologies, the digital education of intangible cultural heritage (ICH) handicrafts has entered a new phase and the embodied cognition theory has gradually become a focal point in academic research. However, existing studies are mostly limited to case analyses, lack of systematic and topical discussions on the design of digital and intelligent embodied learning for ICH handicrafts. Based on the embodied cognition theory, the work aims to systematically review the relevant theories and practical cases of digital and intelligent embodied learning for ICH handicrafts and construct design principles for digital and intelligent embodied education products targeting this category of ICH. By employing literature analysis, case studies, and comparative research and combining with the cognitive and knowledge characteristics of ICH handicrafts, an in-depth analysis was conducted on theories and cases related to embodied cognition, embodied learning, digital embodied learning, embodied experience, and embodied interaction design both in China and abroad. A theoretical model of digital and intelligent embodied learning for ICH handicrafts and the relationship between embodied learning experience levels and interaction design were summarized and proposed. Although digital and intelligent technologies have reshaped the physical and virtual environments for learning ICH handicrafts, the design of education products in this field must follow the double loop model of embodied learning, which consists of "perception—action—reflection—creation." Accordingly, four major design principles are put forward, including contextualized embedding, somatosensory consistency, data-driven feedback, and generative collaboration. These principles are intended to support the effective implementation of digital and intelligent embodied learning processes and provide a theoretical framework and practical references for the development of ICH education products, interdisciplinary research, and cultural innovation.
关键词
手工艺非遗 /
具身认知 /
数字具身学习 /
教育产品设计
Key words
handicraft ICH /
embodied cognition /
digital embodied learning /
education product design
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基金
国家社科后期资助一般项目（23FYSB050）; 教育部人文社会科学研究规划基金项目（22YJA760103）
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