“可能”与“可为”:智能时代教育空间生产的理论透视与应然路向

"Possibility"and"Feasibility":Theoretical Perspective and Proper Direction of the Production of Educational Space in the Age of Intelligence

智能时代,教育空间变革是教育数字化转型的重要组成部分,也是教育研究不可忽视的时代课题。关于教育空间“可能”与“可为”的理论探讨不仅是对教育的可能性及功能性进行分析,更是一种时代应答。基于空间生产理论的分析框架,教育数字化转型呈现了数字空间生成与实体空间退化、传统秩序动摇与技术逻辑错位、依存关系嬗变与数字依赖形成等动态变化,其教育空间实践、教育空间表征和教育表征性空间构成了教育空间变革的多元“可能”。未来,教育数字化转型需要在差异化空间形态中追求育人价值的完整性,在动态化空间秩序下探寻育人机制的协同性、在去中心化空间关系内关注育人方式的灵活性。基于多元教育空间建构与跨空间协同育人,教育变革将体现服务社会发展、回应国家战略之“可为”,帮助人类走向数字化生存。

In the age of intelligence,the transformation of educational space is an important part of the digital transformation of education,and it is also a topic of the age that cannot be ignored in educational research.The theoretical discussion of the“possible”and“feasibility”of educational space is not only an analysis of the possibility and function of education,but also a response to the age.Based on the framework of The Production of Space Theory,the digital transformation of education presents the generation of digital space and the degradation of reality space,the shaking of traditional rule and the fragmentation of technological logic,the change of dependency relationship and the formation of digital dependence.In the future,the digital transformation of education needs to pursue the integrity of educational values in differentiated spatial forms,explore the adaptability of education mechanisms under the dynamic spatial order,and pay attention to the flexibility of education methods in decentralized spatial relationships.Based on multi-space construction and cross-space collaborative education,education reform will reflect the“feasibility”to serve social development and to respond to national strategies,and help mankind move towards digital survival.