【摘要】 数智技术正以前所未有的速度重塑教育生态，带来一系列新的教育变革。然而，数智技术的介入似乎加剧了教育领域由来已久的离身教学传统，使得学生在身体发展受到抑制的同时面临学习、创新、道德、情感等方面的发展困境。究其原因，是没有妥善处理教育与技术的基本矛盾，将数智技术定位于作为目的的“促逼技术”，陷入“手段-目的”的倒置泥潭。具身认知理论提示我们，教育离不开“活的身体”，具身化转向是教育应对数智化浪潮的必然选择与根本出路。数智技术凭借虚拟性进入了我们的生活世界并有望真正实现教育的具身化。在具身化转向的实践上，教育者要通过虚实结合的具身场域搭建重塑教育空间，通过身体卷入的认知实践重构教育活动，通过具身与化身的协同演进重建教育互动。数智技术的“具身性潜力”本质是对身体原初具身经验的数字化延伸。教育者应通过身体确立人的主体性和存在感，从而实现教育对数智时代的引领和超越。更多还原

【Abstract】 Digital-intelligent technologies are reshaping the educational ecosystem at an unprecedented pace, bringing about a serles of new educational reforms. However, the integration of these technologies appears to exacerbate the long-standing tradition of disembodied teaching in education,leaving students grappling with developmental challenges in learning ability, innovation, morality, and emotion while their physical growth is stifled. The root cause lies in the failure to properly address the fundamental contradiction between education and technology, positioning digital-intelligent technologies as “enframing technology” that serves as an end in itself, thereby trapping education in the inversion of “means-ends”. Embodied cognition theory reminds us that education cannot be divorced from the “living body”, and an embodied turn is both an inevitable choice and a fundamental solution for education to navigate in the wave of digital intelligence. By virtue of their virtuality, digital-intelligent technologies have permeated our life world and hold the potential to truly realize embodied education. In practice, the embodied turn requires educators to reshape educational spaces by constructing embodied fields that blend virtual and physical realities, restructure educational activities through bodily-engaged cognitive practices,and rebuild educational interactions via the synergy between physical and virtual avatars. The “embodied potential” of digital-intelligent technologies essentially represents a digital extension of the primordial embodied experience. Educators must reassert the primacy of the body to affirm human subjectivity and a sense of existence, thereby enabling education to lead and transcend the digital-intelligent era.更多还原