【摘要】 “合作”是教育领域的一个基本概念和范畴。合作的主体是人，对合作的科学理解必然建立在对人类认知进行把握的基础之上。文章从认知的具身观点出发，对合作“何以必要”与“如何可能”这两个基本问题进行了新探索；同时，对合作过程中“共同理解”和“共同行动”的心理机制做出了新解释，即学习者自身的内部前向模型之间发生碰撞后产生“共鸣”，以“共同理解”作为粘合剂形成联合行动空间，进而达成“共同行动”。在此基础上，文章基于认知的具身观点，结合维果茨基的社会历史文化观，探讨了技术作为工具中介在这一心理机制中的作用；同时，通过揭示合作过程中的双向建构，回答了“如何以技术的具身实现具身的合作与合作的具身”此问题，这为理解和实现在教育中以认知的具身观点为基础、通过技术的具身走向更好的合作提供了指南。更多还原

【Abstract】 “Cooperation” is a fundamental concept and category in the field of education. The subjects of cooperation are human beings, and a scientific understanding of cooperation must be grounded in an understanding of human cognition. Starting from the embodied view of cognition, this paper made a new exploration on the two basic questions of cooperation: “why necessity” and “how possibility”. At the same time, a new explanation on the psychological mechanism of “common understanding” and “joint action” in the process of cooperation was made, that is, the “resonance” occurred after the collision between the learners’ own internal forward models, and the “common understanding” was served as the binding agent to form a joint action space, and then the “joint action” was achieved. Accordingly, based on the embodied view of cognition and combined Vygotsky’s socio-historical cultural theory, the role of technology as a mediating tool in the psychological mechanism was discussed. At the same time, the bidirectional construction in the cooperative process was revealed, and the question of “how to achieve the embodied cooperation and cooperative embodiment through technological embodiment” was addressed.This could provide guidance for understanding and achieving the basis of cognitive embodied view in education, and realizing better cooperation through technological embodiment.更多还原