教育数字化转型战略行动正在全国范围内如火如荼地开展。作为教育数字化转型的首要任务和数字底座，智慧学习环境的创设与升级为教育全要素、全业务、全领域和全流程的变革提供条件支撑。智慧学习环境中教学场域的核心议题是教学设计，旨在通过人机与人际等教学交互实现问题解决与知识建构。然而，传统教学设计受身心二元论的影响，主张单纯通过大脑接受与传递信息，忽略身体与环境在认知中的重要地位，忽略智慧学习环境对教学设计、尤其对教学活动设计的支持作用。现象学对身体地位的拔高促动教学交互的具身性转向，衍生出具身交互的概念。具身交互旨在通过身体在场的交互，塑造临场感强的学习体验，紧密联结个人学习环境与群体学习环境，落实做中学的教育理念。因此，本研究选取智慧学习环境的实践场域，将具身交互理念融入教学设计当中，缓解教学设计的问题，落实做中学的教育理念，推动教学设计的具身化转型。

本研究聚集“如何将具身交互理念融入教学设计中，构建适应智慧学习环境的具身交互教学设计模型？”这一核心问题，按照智慧学习环境下具身交互教学设计模型“是什么、如何验证、怎么应用”的逻辑思路，采用设计性研究（Design-Based Research）的研究范式，构建、验证并完善反思智慧学习环境下具身交互教学设计模型。

DBR步骤1：文献调研、界定问题。本研究通过综述具身交互理论基础及具身交互教学设计的典型应用，界定核心概念、挖掘真实问题。基于此，将上述核心问题细化并分布到DBR后三个步骤当中：智慧学习环境下具身交互教学设计模型的构建、智慧学习环境下具身交互教学设计模型的验证和智慧学习环境下具身交互教学设计模型的反思。

DBR步骤2：初步构建理论模型。本研究通过构建智慧学习环境下具身交互教学设计模型，旨在回答模型是什么的问题。首先，本研究界定智慧学习环境的理论概念和构成要素，确定研究的实践场域。基于文献综述，厘清具身交互的身体在场本质特征和“感知-行动-反思”的行动机制，构建具身交互模型。其次，本研究基于具身交互模型和体验式学习等理论基础，初步构建智慧学习环境下具身交互教学设计模型和具身交互教学设计原则。再次，本研究基于相关理论基础，构建由合理性、有效性和机理性组成的具身交互教学设计模型的评价体系，旨在通过具身交互活动序列、学生群体的具身交互度水平和高具身交互度的诱发因素等指标，评估模型是否合理、应用是否有效及有效性的达成机理。最后，本研究基于初步构建的模型与原则，开发具身交互教学设计模板。该模板作为联结具身交互教学设计模型与具身交互教学应用的桥梁，指导学校开展具身交互教学应用。

DBR步骤3：在两轮实践中迭代验证模型。本研究通过开展两轮基于DBR的具身交互教学设计模型验证，旨在回答怎么验证的问题。首先，本研究需要系统地规划具身交互教学应用的研究设计，细化每一轮次的研究目标、研究问题，设计教学实施方案与执行流程等研究思路，明确具体的研究方法。其次，本研究基于“问题聚焦、方案开发、方案评价和改进建议”四步骤，开展第一轮设计性迭代验证：①聚焦第一轮的研究问题。②通过设计单向式智慧学习环境及学科具身交互活动教案，开发具身交互教学实施方案。③基于具身交互教学设计模型的评价体系，评估方案的合理性、有效性和机理性。④基于方案评价结果，反哺具身交互教学设计模型、具身交互教学设计原则和具身交互教学实施方案。最后，本研究基于上述四步骤，开展第二轮设计性迭代验证：①聚焦第二轮的研究问题。②通过设计触控式智慧学习环境及学科具身交互活动教案，开发具身交互教学实施方案。③基于具身交互教学设计模型的评价体系，评估方案的合理性、比较方案的有效性和机理性。④基于评价结果，反哺具身交互教学设计模型和设计原则。

DBR步骤4：反思生成的成果。本研究经过两轮设计性迭代，完善并反思智慧学习环境下具身交互教学设计模型与具身交互教学设计原则，旨在回答怎么应用的问题。首先，本研究通过分析两轮评价结果和研究发现，从“感知信息、行动任务、行动后的反馈、反思设计”四个维度归纳促进有效学习和深度学习的关键行为。其次，本研究通过梳理具身交互教学设计模型与传统教学设计的差异、模型的适用范畴、模型的核心设计要点和应用建议，支持更深刻地理解和高效地应用具身交互教学设计模型。最后，本研究通过总结具身交互教学设计原则、具身交互教学设计模板和具身交互度评价模型等成果，拓展新时代教育评价改革的应用场景和数据驱动的教学设计改进方法，支持具身交互教学的常态化应用，推动教学设计理论的具身化转型。

本研究的核心创新点在于构建了智慧学习环境下具身交互教学设计模型、具身交互教学设计原则、具身交互教学设计模板与具身交互度评价模型。第一，具身交互教学设计模型与具身交互教学设计原则通过还原“唤醒经验-持续行动-延伸体验-抽象概念”的活动序列，落实做中学的教育理念。第二，具身交互度评价模型旨在基于心理唤醒度、身体参与度、社会参与度和认知参与度四个二级指标，从过程评价、结果评价、综合评价与增值评价综合视角评估具身交互教学设计模型的应用效果。第三，具身交互教学设计模板通过提供智慧学习环境设计和具身交互活动设计建议，旨在高效指导一线教师开展具身交互教学的常态化应用。

The nationwide implementation of digital transformation in education is progressing rapidly. The establishment and enhancement of smart learning environment, as the primary task and digital foundation of this transformation, provides the necessary conditions for the reformation of all aspects, operations, fields, and processes within education. The core issue in the teaching field of smart learning environment is instructional design, which aims to realize problem solving and knowledge construction through teaching interaction such as human-machine and interpersonal communication. However, traditional instructional design has been influenced by the dualism of mind and body, which advocates receiving and transmitting information solely through the brain, ignoring the important role of the body and environment in cognition. Furthermore, it fails to recognize the supportive function provided by smart learning environment in instructional design, especially with regards to activity design. The exaltation of the status of the body in phenomenology, promotes the embodied turn of teaching interaction, and derives the concept of embodied interaction. Embodied interaction aims to create learning experience with a strong sencse of presence through physical interaction. It can closely connect individual learning environment and group learning environment, in order to implement the educational concept of learning by doing. Therefore, this study integrates the concept of embodied interaction into instructional design of smart learning environment, in order to alleviate the problems of instructional design, implement the educational concept of learning by doing, and promote the embodied transformation of instructional design.

This study focuses on the core question of “How to integrate the concept of embodied interaction into instructional design and construct embodied-interaction instructional design model in smart learning environment?” According to the logical framework of “what is it, how to verify it, and how to apply it”, this study employs the Design-Based-Research paradigm to develop, validate, and enhance the embodied-interaction instructional design model in smart learning environment.

DBR Step 1: Conduct literature review and define the problem. This study defines the core concepts and investigates real-world issues by examining the theoretical foundation of embodied interaction and its typical applications in instructional design. Subsequently, the core issue will be further refined and distributed into the last three steps of DBR: Construction of embodied-interaction instructional design model in smart learning environment; Verification of said model; Reflection on its application.

DBR Step 2: Build a preliminary theoretical model. This study aims to answer the question of what the model is by constructing the embodied-interaction instructional design model in smart learning environment. Firstly, this study defines the theoretical concept and components of smart learning environment, as well as determines the practical scope of research. Drawing from existing literature, essential characteristics related to physical presence in embodied interactions are clarified along with their action mechanism involving “perception-action-reflection”, and leading to construction the embodied-interaction model. Secondly, based on the foundational theories regarding embodied-interaction model and experiential learning, this study preliminarily constructs the instructional design model and principles of embodied-interaction in smart learning environment. Thirdly, based on relevant theories, this study constructs the evaluation system for the embodied-interaction instructional design model, which is composed of rationality, effectiveness, and mechanistic reasoning. Through the index of embodied-interaction sequence, embodied-interaction level of student group and trigger factors of high-embodied-interaction, it aims to evaluate whether the model is reasonable, whether its application is effective and how the effectiveness is achieved. Finally, based on the preliminary model and principles, this study develops the embodied-interaction instructional design template, which serves as a bridge between the model and its applications.

DBR Step 3: Iterate and validate the model in two rounds of practice. This study aims to answer the question of how to verify it by conducting two rounds of model validation. Firstly, it is necessary to systematically plan the research design for teaching applications involving embodied-interaction, refine the research objectives and questions for each round, design a teaching implementation plan and execution process, and clarify specific research methods. Secondly, following the four steps of “problem focus, program development, program evaluation, and improvement suggestions”, this study conducted the first round of design iteration verification: (1) Focusing on the research questions of the first round. (2) Developing the implementation plan for embodied interactive teaching by designing a unidirectional smart learning environment and subject teaching plans for embodied interactive activities. (3) Evaluating the rationality, effectiveness, and mechanism of the plan based on the evaluation system of embodied-interaction instructional design model. (4) Reflecting on the instructional design model and principles for embodied-interaction, and implementation plan of embodied interaction teaching based on the evaluation results of the plan. Finally, based on the above four steps, this study conducted a second round of design iteration verification: (1) Focusing on the research questions of the second round. (2) Developing an implementation plan for embodied interactive teaching by designing a touch-based smart learning environment and subject teaching plans for embodied interactive activities. (3) Evaluating rationality while comparing effectiveness and mechanisms with previous iterations method. (4) Reflecting on the instructional design model and principles for embodied-interaction based on the evaluation results of the plan.

DBR Step 4: Reflect on the generated results. After two rounds of design iteration, this study validates and enhances the instructional design model and principles for embodied-interaction in smart learning environment. Firstly, by analyzing the results of two rounds of evaluation and research findings, this study summarizes the key behaviors that promote effective learning and deep learning: perception information, action task, feedback after action, and reflective design. Secondly, by sorting out the differences between the embodied-interaction instructional design model and traditional instructional design, the scope of application of the model, the core design points and application suggestions of the model, this study supports a deeper understanding and efficient application of the model. Finally, by summarizing the results of instructional design principles and instructional design template for embodied-interaction, and the evaluation system for embodied-interaction instructional design model, this study aims to expand the application scenarios for educational evaluation reform and a data-driven improvement approach to instructional design. It supports the normalized application of embodied interaction in teaching, and efficiently promotes the embodied transformation of instructional design theory.

The core innovation of this study lies in the construction of embodied-interaction instructional design model, embodied-interaction instructional design principles, embodied-interaction instructional design template and the evaluation model for embodied-interaction degree in smart learning environment. Firstly, by restoring the activity sequence of “awakening experience, continuous action, extending experience, and abstract concepts”, the instructional design model and principles for embodied-interaction implement the educational concept of learning by doing. Secondly, the evaluation model of embodied-interaction aims to evaluate the effectiveness of embodied-interaction instructional design model. It is evaluated based on four secondary indexes of “psychological arousal, physical participation, social participation and cognitive participation”. It is implemented from the dimensions of “process evaluation, result evaluation, comprehensive evaluation, and value-added evaluation”. Thirdly, the embodied-interaction instructional design template aims to guide teachers to carry out the normalized application of embodied-interactive teaching more effectively, based on the design suggestions of smart learning environment and embodied-interaction activity.