%0 Journal Article %T 智能时代背景下德育面临离身的困境及对策思考
The Dilemma of Disembodiment in Moral Education in the Context of the Intelligent Era and Reflections on Countermeasures %A 郑懿琳 %A 朱牧谣 %J Vocational Education %P 96-103 %@ 2160-4401 %D 2025 %I Hans Publishing %R 10.12677/ve.2025.144160 %X 随着人工智能技术的快速发展，德育课堂教学环境和技术水平不断提高，德育课堂教学较之以前更具科技感、现代化，但“交互感”“临场感”、“沉浸感”都有所欠缺。从具身认知理论出发，产生此现象的实际原因是线上学习环境的虚拟性导致了德育的离身化趋势，具体表现为德育环境“离身”，身体不断“缺席”、德育资源“离身”，认知不断“缺席”以及德育环境“离身”，身心不断“分离”。当下技术虽然不断发展，但是德育的“离身感”不断变强，要推动德育由“离身”向“具身”转变。首先，要加强交互机制的建设，增强人的现场体验；其次，要重视身体的交往和社交活动，使大学生成为德育的主体；要使道德教育回到其“具身”的本性，使其在物质、认知、环境和技术等方面实现多维均衡，最终创设技术与学习者的身体经验融合而成的具体学习环境，实现在智能背景下德育的全新发展，提供可供深入思考的方向。
With the rapid development of artificial intelligence technology, the teaching environment and technological level of moral education have significantly improved. Compared to the past, moral education classrooms now exhibit a stronger sense of technological advancement and modernity. However, they still lack sufficient “interactivity”, “presence”, and “immersion”. From the perspective of embodied cognition theory, the root cause of this phenomenon lies in the virtual nature of online learning environments, which has led to a trend of disembodiment in moral education. This manifests in three key aspects: the “disembodiment” of the moral education environment, where the physical body is increasingly “absent”; the “disembodiment” of moral education resources, resulting in a lack of cognitive engagement; and the “disembodiment” of the moral education setting, leading to a growing “separation” of mind and body. Despite continuous technological advancements, the sense of “disembodiment” in moral education is intensifying. To shift moral education from a “disembodied” to an “embodied” approach, the following strategies should be implemented: First, the construction of interactive mechanisms should be strengthened to enhance learners’ on-site experience. Second, greater emphasis should be placed on physical interaction and social activities, enabling college students to become active participants in moral education. Finally, moral education should return to its inherently “embodied” nature, achieving multidimensional balance in material, cognitive, environmental, and technological aspects. The ultimate goal is to create a concrete learning environment where technology integrates with learners’ bodily experiences, facilitating a transformative %K 智能时代， %K 德育， %K 离身困境
Intelligent Era %K Moral Education %K Dilemma of Disembodiment %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=111802