摘 要：數字時代(dai)高等(deng)教育迎(ying)來(lai)諸多挑(tiao)(tiao)戰(zhan)(zhan)(zhan)。人(ren)才培養目標(biao)、方式(shi)(shi)、評價、就業全環(huan)節面臨(lin)挑(tiao)(tiao)戰(zhan)(zhan)(zhan);科學研究面臨(lin)范式(shi)(shi)融(rong)(rong)合與(yu)(yu)組織(zhi)(zhi)變(bian)革(ge)的(de)(de)(de)挑(tiao)(tiao)戰(zhan)(zhan)(zhan);社(she)會(hui)服務面臨(lin)開放(fang)與(yu)(yu)創新(xin)的(de)(de)(de)挑(tiao)(tiao)戰(zhan)(zhan)(zhan)。數字化(hua)轉(zhuan)(zhuan)型是應對挑(tiao)(tiao)戰(zhan)(zhan)(zhan)的(de)(de)(de)重要途徑。空(kong)(kong)(kong)間(jian)(jian)視角下高等(deng)教育數字化(hua)轉(zhuan)(zhuan)型將(jiang)(jiang)形成一個巨大的(de)(de)(de)融(rong)(rong)合空(kong)(kong)(kong)間(jian)(jian)，包(bao)含三重子空(kong)(kong)(kong)間(jian)(jian)：虛(xu)擬空(kong)(kong)(kong)間(jian)(jian)與(yu)(yu)現(xian)(xian)實空(kong)(kong)(kong)間(jian)(jian)融(rong)(rong)合的(de)(de)(de)虛(xu)實融(rong)(rong)合空(kong)(kong)(kong)間(jian)(jian)、流動空(kong)(kong)(kong)間(jian)(jian)與(yu)(yu)地方空(kong)(kong)(kong)間(jian)(jian)交織(zhi)(zhi)的(de)(de)(de)開放(fang)互聯(lian)空(kong)(kong)(kong)間(jian)(jian)、數據空(kong)(kong)(kong)間(jian)(jian)與(yu)(yu)智能空(kong)(kong)(kong)間(jian)(jian)交融(rong)(rong)的(de)(de)(de)數智融(rong)(rong)匯空(kong)(kong)(kong)間(jian)(jian)。融(rong)(rong)合空(kong)(kong)(kong)間(jian)(jian)的(de)(de)(de)高等(deng)教育將(jiang)(jiang)呈現(xian)(xian)出(chu)全新(xin)的(de)(de)(de)未來(lai)圖(tu)景：人(ren)才培養將(jiang)(jiang)創生新(xin)模式(shi)(shi)新(xin)生態，科學研究將(jiang)(jiang)實現(xian)(xian)組織(zhi)(zhi)變(bian)革(ge)、范式(shi)(shi)升級，社(she)會(hui)服務將(jiang)(jiang)助(zhu)推人(ren)人(ren)皆學、協同(tong)創新(xin)。為實現(xian)(xian)高等(deng)教育融(rong)(rong)合空(kong)(kong)(kong)間(jian)(jian)，需(xu)要重構“空(kong)(kong)(kong)間(jian)(jian)實踐(jian)”、創新(xin)“空(kong)(kong)(kong)間(jian)(jian)再現(xian)(xian)”，營造(zao)“再現(xian)(xian)空(kong)(kong)(kong)間(jian)(jian)”以及(ji)加強人(ren)機融(rong)(rong)合治理。
關(guan)鍵詞：高等教育(yu)數(shu)字化;融合空間(jian);列斐伏爾
一、引言
隨(sui)著互(hu)聯(lian)網、大(da)數(shu)據、云計算、人(ren)工智能等技術的(de)飛速發(fa)展，人(ren)類(lei)的(de)思維、生產、生活方(fang)式正在發(fa)生根(gen)本(ben)性變(bian)革(ge)(ge)，人(ren)類(lei)社(she)(she)會(hui)正在邁向數(shu)字(zi)社(she)(she)會(hui)，人(ren)類(lei)正在進入數(shu)字(zi)文(wen)明。數(shu)字(zi)時代的(de)到來，給高(gao)等教(jiao)(jiao)(jiao)育(yu)(yu)(yu)帶(dai)來諸多(duo)挑戰(zhan)，人(ren)才培(pei)養、科學(xue)研(yan)究(jiu)、社(she)(she)會(hui)服務面臨(lin)變(bian)革(ge)(ge)挑戰(zhan)。習近(jin)平總(zong)書記在中(zhong)共中(zhong)央政治局第五次集(ji)體(ti)學(xue)習時指出(chu)，“教(jiao)(jiao)(jiao)育(yu)(yu)(yu)數(shu)字(zi)化是(shi)我國開辟教(jiao)(jiao)(jiao)育(yu)(yu)(yu)發(fa)展新賽道和(he)(he)塑造教(jiao)(jiao)(jiao)育(yu)(yu)(yu)發(fa)展新優勢的(de)重(zhong)要突破(po)口”。教(jiao)(jiao)(jiao)育(yu)(yu)(yu)數(shu)字(zi)化轉型是(shi)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)適應(ying)數(shu)字(zi)社(she)(she)會(hui)變(bian)革(ge)(ge)，應(ying)對時代挑戰(zhan)，實現教(jiao)(jiao)(jiao)育(yu)(yu)(yu)高(gao)質量發(fa)展和(he)(he)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)強國的(de)必然要求和(he)(he)重(zhong)要途(tu)徑(jing)。
教(jiao)育(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)型(xing)是覆蓋教(jiao)育(yu)全要素、全流程、全領域，從結構、功(gong)能(neng)、組織(zhi)、文化(hua)等(deng)方面重塑教(jiao)育(yu)生態的(de)(de)創(chuang)變(bian)過程，是一項(xiang)宏大且復雜(za)的(de)(de)系(xi)統性工程。目前學界對教(jiao)育(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)型(xing)的(de)(de)研究(jiu)主(zhu)要集中在(zai)三個方面。第(di)一，以(yi)(yi)揭示教(jiao)育(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)型(xing)內涵、本質及(ji)特(te)征為目的(de)(de)的(de)(de)存在(zai)論導(dao)向研究(jiu);第(di)二，以(yi)(yi)闡明(ming)教(jiao)育(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)型(xing)功(gong)能(neng)、效果及(ji)價值(zhi)為目的(de)(de)的(de)(de)價值(zhi)論導(dao)向研究(jiu);第(di)三，以(yi)(yi)探索教(jiao)育(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)型(xing)實踐路(lu)徑、策略及(ji)方法為目的(de)(de)的(de)(de)方法論導(dao)向研究(jiu)。
20世紀70年代(dai)(dai)以(yi)來，社會(hui)學(xue)研(yan)究(jiu)出(chu)(chu)現(xian)(xian)(xian)了(le)(le)“空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)轉(zhuan)(zhuan)(zhuan)向”，亨利·列斐(fei)伏爾(Henri Lefebvre)、大衛(wei)·哈維(David Harvey)等(deng)(deng)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)理(li)(li)(li)(li)論(lun)(lun)家(jia)構(gou)建(jian)(jian)了(le)(le)從(cong)(cong)社會(hui)實(shi)(shi)踐角度來理(li)(li)(li)(li)解空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)(de)新(xin)(xin)范式，超(chao)越(yue)了(le)(le)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)(de)客觀(guan)(guan)環境(jing)論(lun)(lun)及主(zhu)(zhu)觀(guan)(guan)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)論(lun)(lun)。教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)研(yan)究(jiu)的(de)(de)(de)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)轉(zhuan)(zhuan)(zhuan)向能讓我(wo)們看(kan)到(dao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)被時間(jian)(jian)(jian)(jian)(jian)性(xing)長期(qi)遮蔽的(de)(de)(de)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)性(xing)存在(zai)。教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)推(tui)動(dong)了(le)(le)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)(de)發(fa)展，以(yi)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)視(shi)角來審視(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)具有內(nei)在(zai)必要(yao)性(xing)和迫切性(xing)。目前這(zhe)方面(mian)的(de)(de)(de)研(yan)究(jiu)主(zhu)(zhu)要(yao)集中在(zai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)所建(jian)(jian)構(gou)智(zhi)慧教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)分(fen)析(xi)。除此之外(wai)，有部分(fen)學(xue)者從(cong)(cong)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)(de)視(shi)角出(chu)(chu)發(fa)審視(shi)高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)本(ben)身。如(ru)邱昆等(deng)(deng)探討了(le)(le)高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)在(zai)場、樣態(tai)和實(shi)(shi)踐，提(ti)(ti)出(chu)(chu)了(le)(le)以(yi)明晰人(ren)的(de)(de)(de)主(zhu)(zhu)體(ti)性(xing)、實(shi)(shi)現(xian)(xian)(xian)數(shu)(shu)據的(de)(de)(de)流動(dong)性(xing)和體(ti)現(xian)(xian)(xian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)公平與社會(hui)正義為核心的(de)(de)(de)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)邏(luo)輯框架;王興宇從(cong)(cong)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)理(li)(li)(li)(li)論(lun)(lun)視(shi)角出(chu)(chu)發(fa)，系統(tong)分(fen)析(xi)了(le)(le)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)背景下高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)治(zhi)理(li)(li)(li)(li)的(de)(de)(de)變(bian)革，并提(ti)(ti)出(chu)(chu)構(gou)建(jian)(jian)開放包容的(de)(de)(de)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)以(yi)推(tui)動(dong)高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)治(zhi)理(li)(li)(li)(li)現(xian)(xian)(xian)代(dai)(dai)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)。這(zhe)些研(yan)究(jiu)主(zhu)(zhu)要(yao)集中在(zai)哲(zhe)學(xue)層(ceng)面(mian)的(de)(de)(de)思辨(bian)，缺少對(dui)高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)應對(dui)現(xian)(xian)(xian)實(shi)(shi)挑(tiao)戰的(de)(de)(de)觀(guan)(guan)照(zhao)，同時也缺乏對(dui)高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)技術特(te)征的(de)(de)(de)觀(guan)(guan)照(zhao)。本(ben)研(yan)究(jiu)在(zai)分(fen)析(xi)數(shu)(shu)字(zi)時代(dai)(dai)高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)面(mian)臨的(de)(de)(de)現(xian)(xian)(xian)實(shi)(shi)挑(tiao)戰的(de)(de)(de)基礎上，從(cong)(cong)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)視(shi)角出(chu)(chu)發(fa)，追問高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)所塑造的(de)(de)(de)新(xin)(xin)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)呈(cheng)現(xian)(xian)(xian)為何種樣態(tai)，如(ru)何應對(dui)現(xian)(xian)(xian)實(shi)(shi)挑(tiao)戰并重塑高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)，最后(hou)通過探究(jiu)新(xin)(xin)空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)(de)生(sheng)成邏(luo)輯提(ti)(ti)出(chu)(chu)高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)實(shi)(shi)現(xian)(xian)(xian)路(lu)徑，以(yi)期(qi)為高(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)字(zi)化(hua)轉(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)理(li)(li)(li)(li)論(lun)(lun)及實(shi)(shi)踐提(ti)(ti)供一種新(xin)(xin)的(de)(de)(de)分(fen)析(xi)視(shi)角。
二、數字時代高等教育的現實挑戰
教(jiao)育(yu)系統是構成人(ren)類社會(hui)系統的(de)(de)一(yi)個(ge)子系統，高等(deng)教(jiao)育(yu)作(zuo)為(wei)教(jiao)育(yu)的(de)(de)一(yi)個(ge)重要組成部分，通過人(ren)才培養(yang)、科學研究、社會(hui)服務三項核心職能與社會(hui)系統的(de)(de)其他(ta)部分相互連(lian)接、有機互動。社會(hui)的(de)(de)數字化變(bian)革(ge)對高等(deng)教(jiao)育(yu)人(ren)才培養(yang)、科學研究、社會(hui)服務提出了全新的(de)(de)要求，高等(deng)教(jiao)育(yu)面臨全方位的(de)(de)現實挑戰。
(一)高等教育(yu)人才(cai)培養面臨全(quan)環節(jie)升(sheng)級挑戰
高(gao)等教育人才培(pei)養(yang)(yang)是一(yi)個涵蓋培(pei)養(yang)(yang)目標、培(pei)養(yang)(yang)方式、學習評價(jia)、人才就業(ye)多個環節的完(wan)整(zheng)體系。伴隨數字時代(dai)的到來(lai)，人才培(pei)養(yang)(yang)面臨以下挑戰。
第一，知(zhi)(zhi)識(shi)(shi)(shi)本位的(de)(de)(de)(de)(de)(de)培(pei)養目標(biao)不再適應數字時代。數字技術引發新(xin)的(de)(de)(de)(de)(de)(de)“知(zhi)(zhi)識(shi)(shi)(shi)大爆炸(zha)”，人(ren)(ren)(ren)(ren)機協同(tong)共創(chuang)(chuang)知(zhi)(zhi)識(shi)(shi)(shi)成為(wei)可能(neng)，甚至出(chu)現大量的(de)(de)(de)(de)(de)(de)“暗知(zhi)(zhi)識(shi)(shi)(shi)”。知(zhi)(zhi)識(shi)(shi)(shi)生產、傳(chuan)播的(de)(de)(de)(de)(de)(de)效(xiao)率前所未有，“學海無涯”的(de)(de)(de)(de)(de)(de)特(te)征越(yue)發凸顯(xian)，知(zhi)(zhi)識(shi)(shi)(shi)學習不應當繼續作為(wei)高(gao)等(deng)教育的(de)(de)(de)(de)(de)(de)目標(biao)。同(tong)時，數字技術引發了勞(lao)動力(li)市(shi)場對人(ren)(ren)(ren)(ren)才(cai)的(de)(de)(de)(de)(de)(de)重(zhong)新(xin)定(ding)義(yi)。在(zai)人(ren)(ren)(ren)(ren)工智能(neng)的(de)(de)(de)(de)(de)(de)輔(fu)助下，人(ren)(ren)(ren)(ren)類(lei)檢(jian)索知(zhi)(zhi)識(shi)(shi)(shi)、獲取知(zhi)(zhi)識(shi)(shi)(shi)的(de)(de)(de)(de)(de)(de)效(xiao)率大幅提升，知(zhi)(zhi)識(shi)(shi)(shi)成為(wei)外在(zai)于(yu)人(ren)(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)即用(yong)即查的(de)(de)(de)(de)(de)(de)資料庫。適應于(yu)工業社會的(de)(de)(de)(de)(de)(de)擁有大量備用(yong)知(zhi)(zhi)識(shi)(shi)(shi)的(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)才(cai)觀已(yi)經(jing)過(guo)時，數字社會勞(lao)動力(li)市(shi)場更加需要(yao)具備邏輯思(si)(si)維(wei)(wei)能(neng)力(li)、批判思(si)(si)維(wei)(wei)能(neng)力(li)和(he)創(chuang)(chuang)造(zao)思(si)(si)維(wei)(wei)能(neng)力(li)等(deng)高(gao)階思(si)(si)維(wei)(wei)能(neng)力(li)的(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)才(cai)。因此，高(gao)等(deng)教育亟(ji)需將培(pei)養目標(biao)從傳(chuan)統(tong)的(de)(de)(de)(de)(de)(de)知(zhi)(zhi)識(shi)(shi)(shi)型人(ren)(ren)(ren)(ren)才(cai)轉(zhuan)向復合型人(ren)(ren)(ren)(ren)才(cai)和(he)應用(yong)創(chuang)(chuang)新(xin)型人(ren)(ren)(ren)(ren)才(cai)。
第二，個性(xing)化(hua)、實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)性(xing)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)方式面臨實(shi)(shi)(shi)(shi)施困境。其一(yi)(yi)，個性(xing)化(hua)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)與規模(mo)化(hua)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)矛(mao)盾(dun)亟需(xu)化(hua)解(jie)。縱觀人(ren)類(lei)教(jiao)(jiao)(jiao)育(yu)史，學(xue)(xue)(xue)(xue)(xue)校的(de)(de)(de)誕(dan)生(sheng)(sheng)(sheng)大大加(jia)速了人(ren)類(lei)文明的(de)(de)(de)進程(cheng)，是人(ren)類(lei)第一(yi)(yi)次教(jiao)(jiao)(jiao)育(yu)大變(bian)革(ge);班級授課(ke)制(zhi)(zhi)的(de)(de)(de)誕(dan)生(sheng)(sheng)(sheng)促使教(jiao)(jiao)(jiao)育(yu)從小眾(zhong)走向大眾(zhong)，是人(ren)類(lei)第二次教(jiao)(jiao)(jiao)育(yu)變(bian)革(ge)。班級授課(ke)制(zhi)(zhi)成(cheng)(cheng)為現(xian)代(dai)教(jiao)(jiao)(jiao)育(yu)制(zhi)(zhi)度的(de)(de)(de)根(gen)本特征(zheng)，這種制(zhi)(zhi)度雖滿足(zu)了大規模(mo)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)要(yao)求(qiu)(qiu)，但由于其標準化(hua)、同(tong)質化(hua)的(de)(de)(de)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)，導致“百人(ren)一(yi)(yi)堂課(ke)，萬人(ren)一(yi)(yi)本書”，因材施教(jiao)(jiao)(jiao)成(cheng)(cheng)為奢望(wang)。數字化(hua)時代(dai)，人(ren)的(de)(de)(de)主(zhu)體(ti)意(yi)識和(he)個性(xing)化(hua)特征(zheng)凸顯，標準化(hua)的(de)(de)(de)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)供給(gei)與個性(xing)化(hua)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)需(xu)求(qiu)(qiu)之間的(de)(de)(de)矛(mao)盾(dun)愈發尖(jian)銳。如何在保證規模(mo)的(de)(de)(de)前提下實(shi)(shi)(shi)(shi)現(xian)個性(xing)化(hua)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)是大學(xue)(xue)(xue)(xue)(xue)面臨的(de)(de)(de)重要(yao)挑戰。其二，尚未形成(cheng)(cheng)成(cheng)(cheng)熟的(de)(de)(de)實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)性(xing)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)體(ti)系。“服(fu)務(wu)-學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)”作為實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)性(xing)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)的(de)(de)(de)一(yi)(yi)種教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)策略(lve)，源于大學(xue)(xue)(xue)(xue)(xue)服(fu)務(wu)社區、幫助社區解(jie)決真實(shi)(shi)(shi)(shi)問題(ti)的(de)(de)(de)過程(cheng)，它有機融合了社區服(fu)務(wu)活動(dong)(dong)、課(ke)程(cheng)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)和(he)結構化(hua)反思等(deng)過程(cheng)。在我國(guo)，“服(fu)務(wu)-學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)”主(zhu)要(yao)通(tong)過大學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)社會實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)活動(dong)(dong)來(lai)實(shi)(shi)(shi)(shi)現(xian)。盡管(guan)我國(guo)目前建(jian)立了多種類(lei)型(xing)的(de)(de)(de)社會實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)基地，開展了豐(feng)富(fu)的(de)(de)(de)社會實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)活動(dong)(dong)，取得了一(yi)(yi)定(ding)成(cheng)(cheng)效，但仍存(cun)在一(yi)(yi)系列問題(ti)。一(yi)(yi)是實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)活動(dong)(dong)與社區實(shi)(shi)(shi)(shi)際需(xu)求(qiu)(qiu)存(cun)在脫(tuo)節;二是實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)活動(dong)(dong)未能(neng)有效融入課(ke)程(cheng)體(ti)系;三是缺乏(fa)對實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)過程(cheng)的(de)(de)(de)系統(tong)指(zhi)導和(he)反思機制(zhi)(zhi)。
第三(san)，傳統(tong)(tong)(tong)學(xue)習評(ping)價(jia)(jia)體(ti)系(xi)制約人才(cai)培養質量。數(shu)字時(shi)代(dai)，傳統(tong)(tong)(tong)學(xue)習評(ping)價(jia)(jia)不(bu)再適應(ying)(ying)(ying)(ying)數(shu)字社會的(de)(de)要(yao)求(qiu)。一是傳統(tong)(tong)(tong)評(ping)價(jia)(jia)指標(biao)偏(pian)重知(zhi)識(shi)(shi)測度，缺(que)乏(fa)對能力的(de)(de)關(guan)注。數(shu)字社會人才(cai)培養目(mu)標(biao)從(cong)知(zhi)識(shi)(shi)本位轉向(xiang)能力本位，評(ping)價(jia)(jia)指標(biao)理應(ying)(ying)(ying)(ying)與之相適應(ying)(ying)(ying)(ying)，注重對學(xue)生(sheng)綜合素質和關(guan)鍵能力的(de)(de)考查，而非僅限于知(zhi)識(shi)(shi)掌握水(shui)平的(de)(de)評(ping)估。二是傳統(tong)(tong)(tong)評(ping)價(jia)(jia)標(biao)準(zhun)過(guo)于單一化，缺(que)乏(fa)對主(zhu)體(ti)差(cha)(cha)異及個(ge)性(xing)的(de)(de)關(guan)注。學(xue)生(sheng)在興趣愛好、個(ge)性(xing)特質、認知(zhi)基礎等(deng)方(fang)(fang)面(mian)存在較大個(ge)體(ti)差(cha)(cha)異，單一化的(de)(de)評(ping)價(jia)(jia)標(biao)準(zhun)難以(yi)適應(ying)(ying)(ying)(ying)不(bu)同學(xue)生(sheng)的(de)(de)差(cha)(cha)異化需(xu)求(qiu)，亦(yi)無(wu)法(fa)支撐個(ge)性(xing)化學(xue)習。三(san)是傳統(tong)(tong)(tong)評(ping)價(jia)(jia)視(shi)(shi)角偏(pian)重結(jie)果(guo)考察，缺(que)乏(fa)對過(guo)程的(de)(de)關(guan)注。評(ping)價(jia)(jia)不(bu)應(ying)(ying)(ying)(ying)只重視(shi)(shi)結(jie)果(guo)，更(geng)應(ying)(ying)(ying)(ying)關(guan)注學(xue)習過(guo)程中(zhong)的(de)(de)合作互動、問題解決(jue)、反思(si)總(zong)結(jie)等(deng)，引導學(xue)生(sheng)重視(shi)(shi)學(xue)習實踐過(guo)程，在實踐中(zhong)建(jian)構知(zhi)識(shi)(shi)。總(zong)之，傳統(tong)(tong)(tong)的(de)(de)以(yi)考試(shi)為主(zhu)的(de)(de)評(ping)價(jia)(jia)方(fang)(fang)式，以(yi)局(ju)部代(dai)替整體(ti)，以(yi)瞬時(shi)代(dai)替常態(tai)，重選拔輕促學(xue)，不(bu)再適應(ying)(ying)(ying)(ying)數(shu)字時(shi)代(dai)的(de)(de)人才(cai)評(ping)價(jia)(jia)，亟(ji)需(xu)構建(jian)新的(de)(de)評(ping)價(jia)(jia)標(biao)準(zhun)和評(ping)價(jia)(jia)方(fang)(fang)式。
第四，畢業(ye)(ye)(ye)生就(jiu)業(ye)(ye)(ye)難題進一(yi)步加劇。伴隨經濟與(yu)產業(ye)(ye)(ye)的數(shu)字(zi)化(hua)(hua)(hua)轉型(xing)升級，勞(lao)動(dong)力(li)(li)市(shi)場(chang)(chang)持續變(bian)(bian)化(hua)(hua)(hua)。高校(xiao)畢業(ye)(ye)(ye)生失業(ye)(ye)(ye)現(xian)(xian)象(xiang)可能進一(yi)步加劇。一(yi)是(shi)產業(ye)(ye)(ye)數(shu)字(zi)化(hua)(hua)(hua)轉型(xing)導(dao)致(zhi)勞(lao)動(dong)力(li)(li)市(shi)場(chang)(chang)需求(qiu)(qiu)變(bian)(bian)化(hua)(hua)(hua)加快(kuai)，高校(xiao)人才供給與(yu)市(shi)場(chang)(chang)需求(qiu)(qiu)之間出現(xian)(xian)結(jie)構性(xing)失衡，導(dao)致(zhi)了(le)(le)結(jie)構性(xing)失業(ye)(ye)(ye);二是(shi)數(shu)字(zi)社會勞(lao)動(dong)分工(gong)進一(yi)步細化(hua)(hua)(hua)，學生個性(xing)也進一(yi)步凸顯(xian)，“找工(gong)作成(cheng)本高，好工(gong)作匹配難”現(xian)(xian)象(xiang)普(pu)遍，增加了(le)(le)摩擦性(xing)失業(ye)(ye)(ye);三是(shi)人工(gong)智能等數(shu)字(zi)技(ji)術(shu)(shu)的飛(fei)速(su)發(fa)展(zhan)致(zhi)使技(ji)術(shu)(shu)節(jie)約勞(lao)動(dong)力(li)(li)的速(su)度(du)大于創造新就(jiu)業(ye)(ye)(ye)機會的速(su)度(du)，出現(xian)(xian)了(le)(le)技(ji)術(shu)(shu)性(xing)失業(ye)(ye)(ye)，“AI失業(ye)(ye)(ye)”已經引起廣泛(fan)關注。
(二)高等教育科學研究面臨融合與(yu)變革(ge)挑戰
科(ke)學(xue)(xue)研(yan)(yan)究是(shi)現(xian)代大(da)學(xue)(xue)的(de)(de)根本(ben)標志。我國高校承擔了全(quan)國60%以(yi)上(shang)(shang)的(de)(de)基礎研(yan)(yan)究和80%以(yi)上(shang)(shang)的(de)(de)國家自(zi)然科(ke)學(xue)(xue)基金項目，獲(huo)得了60%以(yi)上(shang)(shang)的(de)(de)國家科(ke)技(ji)三大(da)獎。數字技(ji)術(shu)的(de)(de)發展給高等教育科(ke)學(xue)(xue)研(yan)(yan)究帶來新的(de)(de)挑戰，主要(yao)表現(xian)在以(yi)下兩方面。
一方(fang)面，高(gao)校缺乏第(di)五(wu)(wu)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)必(bi)備要(yao)素。托(tuo)馬(ma)斯·庫(ku)恩(Thomas Kuhn)在(zai)(zai)(zai)《科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)革命的(de)結構(gou)》中(zhong)提(ti)出“科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)”和(he)(he)“范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)革命”的(de)概(gai)念。美國計(ji)算(suan)機科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)家吉姆·格雷(Jim Gray)將(jiang)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)究(jiu)(jiu)分為(wei)(wei)四類范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)。第(di)一范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)：以(yi)觀(guan)察和(he)(he)歸納為(wei)(wei)特(te)征的(de)實驗研(yan)(yan)(yan)究(jiu)(jiu);第(di)二(er)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)：以(yi)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)假設和(he)(he)邏輯(ji)演(yan)繹(yi)為(wei)(wei)特(te)征的(de)理(li)論研(yan)(yan)(yan)究(jiu)(jiu);第(di)三(san)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)：以(yi)計(ji)算(suan)機對復雜現象仿真計(ji)算(suan)為(wei)(wei)特(te)征的(de)計(ji)算(suan)研(yan)(yan)(yan)究(jiu)(jiu);第(di)四范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)：以(yi)大(da)(da)數(shu)據為(wei)(wei)特(te)征的(de)數(shu)據密集型研(yan)(yan)(yan)究(jiu)(jiu)。近年(nian)來，人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)的(de)發(fa)展促(cu)使科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)究(jiu)(jiu)轉向第(di)五(wu)(wu)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)：AI for Science——以(yi)人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)與人(ren)(ren)腦有(you)機結合(he)為(wei)(wei)特(te)征的(de)智(zhi)(zhi)能(neng)研(yan)(yan)(yan)究(jiu)(jiu)。目前AI for Science已經在(zai)(zai)(zai)量子(zi)力學(xue)(xue)(xue)(xue)(xue)、數(shu)學(xue)(xue)(xue)(xue)(xue)、材(cai)料科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)、生物(wu)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)及(ji)藥學(xue)(xue)(xue)(xue)(xue)等(deng)(deng)眾(zhong)多(duo)領域取得成功。然而(er)，高(gao)校在(zai)(zai)(zai)第(di)五(wu)(wu)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)(yan)時代面臨挑戰(zhan)。一是(shi)技(ji)術基礎要(yao)素缺失，第(di)五(wu)(wu)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)要(yao)求大(da)(da)數(shu)據、大(da)(da)模型、大(da)(da)算(suan)力，而(er)這(zhe)些(xie)要(yao)素和(he)(he)能(neng)力目前主要(yao)集中(zhong)在(zai)(zai)(zai)先進的(de)企業(ye)，而(er)非大(da)(da)學(xue)(xue)(xue)(xue)(xue)。二(er)是(shi)專(zhuan)業(ye)人(ren)(ren)才缺失，第(di)五(wu)(wu)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)(yan)需要(yao)人(ren)(ren)工(gong)智(zhi)(zhi)能(neng)、大(da)(da)數(shu)據、高(gao)性能(neng)計(ji)算(suan)等(deng)(deng)多(duo)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)(ke)背景的(de)應用型人(ren)(ren)才，這(zhe)些(xie)人(ren)(ren)才也(ye)主要(yao)聚集在(zai)(zai)(zai)先進的(de)企業(ye)。三(san)是(shi)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)(ke)交叉融(rong)合(he)受(shou)阻，第(di)五(wu)(wu)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)要(yao)求多(duo)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)(ke)交叉融(rong)合(he)，大(da)(da)學(xue)(xue)(xue)(xue)(xue)的(de)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)(ke)分類管理(li)體制制約了跨學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)(ke)的(de)自(zi)由合(he)作。總之，大(da)(da)學(xue)(xue)(xue)(xue)(xue)如何(he)在(zai)(zai)(zai)第(di)五(wu)(wu)范(fan)(fan)(fan)(fan)(fan)(fan)式(shi)的(de)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)(yan)時代中(zhong)繼續保持(chi)優勢成為(wei)(wei)大(da)(da)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)究(jiu)(jiu)面臨的(de)巨大(da)(da)挑戰(zhan)。
另一方(fang)面(mian)，他(ta)組(zu)織(zhi)(zhi)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)模(mo)式(shi)導(dao)致(zhi)“大(da)小(xiao)(xiao)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”失衡。世(shi)界范圍內(nei)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)組(zu)織(zhi)(zhi)方(fang)式(shi)共經歷了三個發展階(jie)段(duan)，即“小(xiao)(xiao)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”階(jie)段(duan)、“大(da)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”階(jie)段(duan)、“大(da)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”與“小(xiao)(xiao)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”并(bing)存階(jie)段(duan)。“小(xiao)(xiao)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”強調(diao)自(zi)由探索(suo)，是(shi)一種(zhong)興趣(qu)導(dao)向的(de)(de)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)組(zu)織(zhi)(zhi)模(mo)式(shi)，強調(diao)滿足個人求(qiu)知欲望(wang)，追(zhui)求(qiu)學(xue)(xue)(xue)術自(zi)由;“大(da)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”強調(diao)有組(zu)織(zhi)(zhi)探索(suo)，是(shi)一種(zhong)愿景導(dao)向的(de)(de)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)組(zu)織(zhi)(zhi)模(mo)式(shi)，強調(diao)服務國家戰(zhan)(zhan)略(lve)，攻關重大(da)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)難題(ti)。數字時代(dai)，國際科(ke)(ke)(ke)(ke)(ke)(ke)技競爭愈(yu)發激烈，要求(qiu)“大(da)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”與“小(xiao)(xiao)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”深度融(rong)合。從我(wo)國高(gao)(gao)校(xiao)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)組(zu)織(zhi)(zhi)模(mo)式(shi)演變看，雖(sui)然(ran)經歷了從單槍匹馬的(de)(de)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)模(mo)式(shi)到科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)團(tuan)隊(dui)模(mo)式(shi)的(de)(de)轉型，但是(shi)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)團(tuan)隊(dui)受行政干預較(jiao)多，普(pu)遍屬(shu)于(yu)“他(ta)組(zu)織(zhi)(zhi)”模(mo)式(shi)，面(mian)臨“大(da)小(xiao)(xiao)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”失衡的(de)(de)挑戰(zhan)(zhan)。一是(shi)目標依從性(xing)強、自(zi)主(zhu)性(xing)弱。“他(ta)組(zu)織(zhi)(zhi)”模(mo)式(shi)下，科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)團(tuan)隊(dui)在課題(ti)選擇、方(fang)向設定等方(fang)面(mian)缺乏(fa)自(zi)主(zhu)權(quan)，過(guo)于(yu)依賴上(shang)級決策，個體需求(qiu)和自(zi)由探索(suo)意愿難以充分(fen)表達。二是(shi)分(fen)工僵化(hua)、協同創新(xin)乏(fa)力(li)。“他(ta)組(zu)織(zhi)(zhi)”模(mo)式(shi)下，科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)團(tuan)隊(dui)內(nei)部分(fen)工固化(hua)，人員(yuan)流動性(xing)差，跨學(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)(ke)交叉融(rong)合無法順利(li)實(shi)施，制(zhi)約了創新(xin)的(de)(de)活(huo)力(li)。總之，高(gao)(gao)校(xiao)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)組(zu)織(zhi)(zhi)如何實(shi)現“大(da)小(xiao)(xiao)科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”深度融(rong)合是(shi)高(gao)(gao)等教育面(mian)臨的(de)(de)挑戰(zhan)(zhan)。
(三)高等教育社會服務面(mian)臨(lin)開放與(yu)創新挑戰
自20世紀初，社(she)(she)會服務作(zuo)為高等(deng)教育的一項職(zhi)能，發展(zhan)出豐富的內涵(han)，包(bao)括面(mian)(mian)向社(she)(she)會傳授(shou)知識、面(mian)(mian)向社(she)(she)會開(kai)放設施、大學生社(she)(she)會實踐(jian)、面(mian)(mian)向產(chan)業推(tui)動經濟等(deng)。數(shu)字社(she)(she)會的發展(zhan)也使(shi)社(she)(she)會服務面(mian)(mian)臨全新的挑戰。
其一(yi)(yi)，封閉與(yu)固化(hua)(hua)(hua)阻礙(ai)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)型(xing)社(she)會(hui)(hui)建設(she)。馬丁·特羅(Martin Trow)以(yi)高(gao)(gao)(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)毛入學(xue)(xue)(xue)(xue)(xue)(xue)率為(wei)指標最早提(ti)出(chu)(chu)高(gao)(gao)(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)發展的(de)(de)三(san)階段(duan)論，即精英化(hua)(hua)(hua)、大(da)(da)眾化(hua)(hua)(hua)和(he)普(pu)及化(hua)(hua)(hua)。1998年他進(jin)一(yi)(yi)步修(xiu)正(zheng)這一(yi)(yi)觀點，認為(wei)高(gao)(gao)(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)最后階段(duan)不局(ju)限(xian)于(yu)(yu)按照(zhao)適(shi)齡青年入學(xue)(xue)(xue)(xue)(xue)(xue)率超(chao)過50%的(de)(de)普(pu)及階段(duan)，而是形成學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)型(xing)社(she)會(hui)(hui)，全(quan)體成年人(ren)(ren)都將通過遠程教(jiao)(jiao)(jiao)育(yu)(yu)(yu)等(deng)(deng)方式(shi)參與(yu)“繼(ji)續教(jiao)(jiao)(jiao)育(yu)(yu)(yu)”。伴隨著數(shu)字(zi)時代的(de)(de)到來，我國高(gao)(gao)(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)進(jin)入普(pu)及化(hua)(hua)(hua)階段(duan)，高(gao)(gao)(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)成為(wei)多數(shu)人(ren)(ren)職(zhi)業(ye)(ye)生涯(ya)的(de)(de)“基礎教(jiao)(jiao)(jiao)育(yu)(yu)(yu)”。黨(dang)的(de)(de)二(er)(er)十大(da)(da)報告提(ti)出(chu)(chu)，“推進(jin)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)數(shu)字(zi)化(hua)(hua)(hua)，建設(she)全(quan)民終(zhong)身學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)型(xing)社(she)會(hui)(hui)、學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)型(xing)大(da)(da)國”。高(gao)(gao)(gao)(gao)校(xiao)如(ru)(ru)何擴(kuo)大(da)(da)開(kai)放(fang)，滿足人(ren)(ren)民群(qun)眾多樣化(hua)(hua)(hua)的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)需求，實現(xian)“人(ren)(ren)人(ren)(ren)皆學(xue)(xue)(xue)(xue)(xue)(xue)，處處能學(xue)(xue)(xue)(xue)(xue)(xue)，時時可學(xue)(xue)(xue)(xue)(xue)(xue)”成為(wei)高(gao)(gao)(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)服(fu)(fu)務社(she)會(hui)(hui)的(de)(de)挑(tiao)戰。一(yi)(yi)是學(xue)(xue)(xue)(xue)(xue)(xue)制、課程缺(que)乏靈活(huo)性。終(zhong)身學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)者來自不同(tong)的(de)(de)年齡階段(duan)、教(jiao)(jiao)(jiao)育(yu)(yu)(yu)背景和(he)職(zhi)業(ye)(ye)領域，對知識(shi)技能的(de)(de)要求也存在(zai)顯著差(cha)異。而現(xian)有的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)位學(xue)(xue)(xue)(xue)(xue)(xue)制和(he)課程體系仍囿于(yu)(yu)傳(chuan)統的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)科專(zhuan)業(ye)(ye)分(fen)類，無法充分(fen)契合個性化(hua)(hua)(hua)的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)訴求。二(er)(er)是學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)資源缺(que)乏開(kai)放(fang)性。當前，高(gao)(gao)(gao)(gao)校(xiao)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)資源仍處于(yu)(yu)相對封閉狀(zhuang)態，核心教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)資源如(ru)(ru)課程體系、教(jiao)(jiao)(jiao)師隊伍(wu)、實踐基地等(deng)(deng)大(da)(da)多局(ju)限(xian)于(yu)(yu)高(gao)(gao)(gao)(gao)等(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)體系內(nei)部，對社(she)會(hui)(hui)公眾開(kai)放(fang)程度有限(xian)。三(san)是學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)支持服(fu)(fu)務不在(zai)場。高(gao)(gao)(gao)(gao)校(xiao)缺(que)乏面(mian)向社(she)會(hui)(hui)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)者的(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)規(gui)劃指導、學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)效(xiao)果檢(jian)測反饋及專(zhuan)業(ye)(ye)化(hua)(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)輔導，終(zhong)身學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)缺(que)乏質量保(bao)障。
其(qi)二(er)，產(chan)(chan)學(xue)(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)(yan)融(rong)(rong)合(he)不(bu)(bu)(bu)牢制約協(xie)(xie)同(tong)(tong)創新(xin)(xin)。世界范圍內以(yi)大學(xue)(xue)(xue)(xue)(xue)(xue)為(wei)核心形成的(de)(de)(de)(de)產(chan)(chan)學(xue)(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)(yan)協(xie)(xie)同(tong)(tong)區(qu)域創新(xin)(xin)體(ti)(ti)系為(wei)各國(guo)(guo)經濟建設作出(chu)了重要(yao)(yao)貢(gong)獻(xian)。例如(ru)(ru)，美國(guo)(guo)的(de)(de)(de)(de)硅谷、“波士頓-坎布奇科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)(xue)工業(ye)綜(zong)合(he)體(ti)(ti)”等(deng)(deng)，德國(guo)(guo)的(de)(de)(de)(de)慕尼黑科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)(xue)城等(deng)(deng)。數字社會(hui)正在迎來新(xin)(xin)一輪科(ke)(ke)(ke)技(ji)革命(ming)和(he)(he)產(chan)(chan)業(ye)變革，習(xi)近平總書記審時度勢提(ti)出(chu)新(xin)(xin)質生產(chan)(chan)力(li)(li)的(de)(de)(de)(de)概念并作出(chu)重大部署。新(xin)(xin)質生產(chan)(chan)力(li)(li)的(de)(de)(de)(de)關(guan)鍵是(shi)(shi)(shi)科(ke)(ke)(ke)技(ji)創新(xin)(xin)，高等(deng)(deng)教育與社會(hui)其(qi)他(ta)部門協(xie)(xie)同(tong)(tong)實(shi)現(xian)(xian)產(chan)(chan)學(xue)(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)(yan)融(rong)(rong)合(he)是(shi)(shi)(shi)科(ke)(ke)(ke)技(ji)創新(xin)(xin)的(de)(de)(de)(de)內在要(yao)(yao)求和(he)(he)重要(yao)(yao)著力(li)(li)點。產(chan)(chan)學(xue)(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)(yan)融(rong)(rong)合(he)是(shi)(shi)(shi)多元主(zhu)體(ti)(ti)(高校、企業(ye)、政府、金融(rong)(rong)機構等(deng)(deng))的(de)(de)(de)(de)系統性(xing)協(xie)(xie)作，不(bu)(bu)(bu)同(tong)(tong)主(zhu)體(ti)(ti)存在根(gen)本的(de)(de)(de)(de)異質性(xing)，加(jia)之，不(bu)(bu)(bu)同(tong)(tong)主(zhu)體(ti)(ti)之間易發(fa)(fa)生信息不(bu)(bu)(bu)對稱、相互(hu)不(bu)(bu)(bu)信任的(de)(de)(de)(de)問(wen)(wen)題。我國(guo)(guo)產(chan)(chan)學(xue)(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)(yan)仍(reng)然存在科(ke)(ke)(ke)技(ji)成果轉化率(lv)不(bu)(bu)(bu)高、產(chan)(chan)學(xue)(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)(yan)聯合(he)體(ti)(ti)建設不(bu)(bu)(bu)快，不(bu)(bu)(bu)同(tong)(tong)主(zhu)體(ti)(ti)間協(xie)(xie)同(tong)(tong)效應(ying)不(bu)(bu)(bu)強(qiang)的(de)(de)(de)(de)問(wen)(wen)題。如(ru)(ru)何深化產(chan)(chan)學(xue)(xue)(xue)(xue)(xue)(xue)研(yan)(yan)(yan)(yan)融(rong)(rong)合(he)，實(shi)現(xian)(xian)以(yi)巴斯德象限(應(ying)用激發(fa)(fa)的(de)(de)(de)(de)基礎研(yan)(yan)(yan)(yan)究)為(wei)代表的(de)(de)(de)(de)科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)(xue)發(fa)(fa)現(xian)(xian)與科(ke)(ke)(ke)技(ji)成果轉化的(de)(de)(de)(de)協(xie)(xie)同(tong)(tong)創新(xin)(xin)模式，是(shi)(shi)(shi)高等(deng)(deng)教育社會(hui)服務面臨的(de)(de)(de)(de)時代挑戰。
三、融合空間：空間視角下高等教育的數字化轉型
數字(zi)時代(dai)(dai)的(de)(de)到來給高(gao)等(deng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)帶來全方位的(de)(de)挑戰。同時，數字(zi)技(ji)術具有(you)根本性(xing)的(de)(de)變革力(li)量，蘊涵著重(zhong)(zhong)塑高(gao)等(deng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)生(sheng)態的(de)(de)無限(xian)機遇和可能(neng)，是(shi)實(shi)現(xian)高(gao)質量發(fa)展的(de)(de)動力(li)引擎(qing)。數字(zi)化轉型(xing)(xing)是(shi)高(gao)等(deng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)應對現(xian)實(shi)挑戰的(de)(de)重(zhong)(zhong)要途徑，是(shi)高(gao)等(deng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)發(fa)展的(de)(de)必然趨勢。這(zhe)一轉型(xing)(xing)不僅是(shi)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)技(ji)術的(de)(de)迭代(dai)(dai)升級，更(geng)是(shi)高(gao)等(deng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)生(sheng)態系(xi)統的(de)(de)整(zheng)體重(zhong)(zhong)構(gou)。高(gao)等(deng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)的(de)(de)邊界被重(zhong)(zhong)新定義，一種更(geng)加開(kai)放、互聯(lian)、智能(neng)的(de)(de)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)生(sheng)態逐(zhu)漸顯現(xian)。
從(cong)數字技術的(de)(de)發展看，教(jiao)(jiao)(jiao)育數字化(hua)(hua)轉型共經(jing)歷了(le)三(san)個階(jie)段：數字化(hua)(hua)、網絡(luo)(luo)化(hua)(hua)和智能化(hua)(hua)。三(san)個階(jie)段并非(fei)替代(dai)關系(xi)，而是(shi)(shi)(shi)各(ge)自進(jin)化(hua)(hua)、相互(hu)(hu)(hu)支(zhi)撐(cheng)、疊加融合(he)的(de)(de)關系(xi)，塑造了(le)數字化(hua)(hua)轉型的(de)(de)三(san)個核心(xin)特征(zheng)。一是(shi)(shi)(shi)教(jiao)(jiao)(jiao)育空間(jian)(jian)得到極(ji)大的(de)(de)拓展。數字化(hua)(hua)涉及了(le)兩個實(shi)體(ti)(ti)空間(jian)(jian)：現實(shi)空間(jian)(jian)和虛(xu)擬(ni)空間(jian)(jian)，它不(bu)僅(jin)僅(jin)是(shi)(shi)(shi)將現實(shi)空間(jian)(jian)轉變為(wei)虛(xu)擬(ni)空間(jian)(jian)，還(huan)包(bao)括(kuo)以(yi)數字化(hua)(hua)為(wei)紐(niu)帶，實(shi)現兩個空間(jian)(jian)的(de)(de)聯通、交互(hu)(hu)(hu)、映射和增(zeng)殖等。二是(shi)(shi)(shi)教(jiao)(jiao)(jiao)育系(xi)統(tong)形(xing)成巨大的(de)(de)網絡(luo)(luo)結(jie)構(gou)。互(hu)(hu)(hu)聯網、移動互(hu)(hu)(hu)聯網、物聯網、“教(jiao)(jiao)(jiao)聯網”等技術的(de)(de)不(bu)斷(duan)迭代(dai)升級，促使(shi)教(jiao)(jiao)(jiao)育系(xi)統(tong)內(nei)外部各(ge)種要素彼此互(hu)(hu)(hu)聯，形(xing)成物性(xing)要素、人性(xing)要素、社會性(xing)要素的(de)(de)網絡(luo)(luo)化(hua)(hua)。三(san)是(shi)(shi)(shi)教(jiao)(jiao)(jiao)育整(zheng)體(ti)(ti)邁向智慧(hui)教(jiao)(jiao)(jiao)育的(de)(de)新境界。以(yi)人工智能、大數據(ju)為(wei)主(zhu)要代(dai)表的(de)(de)新一代(dai)智能信息技術，促進(jin)行(xing)為(wei)數據(ju)挖掘(jue)和各(ge)類智能化(hua)(hua)教(jiao)(jiao)(jiao)育服(fu)務的(de)(de)實(shi)現。
基(ji)于以上(shang)三(san)個(ge)核心特征(zheng)，從空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)視(shi)角出發，高等(deng)(deng)教(jiao)育數(shu)字(zi)化轉(zhuan)型(xing)將重塑高等(deng)(deng)教(jiao)育的(de)(de)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)形態，形成一個(ge)巨大的(de)(de)融(rong)(rong)合(he)(he)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)，而教(jiao)育數(shu)字(zi)化轉(zhuan)型(xing)的(de)(de)過程就可以看(kan)作融(rong)(rong)合(he)(he)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)的(de)(de)生(sheng)(sheng)成過程。融(rong)(rong)合(he)(he)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)包含(han)三(san)重子空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)：一是虛實融(rong)(rong)合(he)(he)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)，即物理(li)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)與數(shu)字(zi)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)相(xiang)互(hu)(hu)融(rong)(rong)合(he)(he)的(de)(de)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)。二是開放互(hu)(hu)聯空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)，即不同個(ge)體、組織、資源在網絡中流動且相(xiang)互(hu)(hu)融(rong)(rong)合(he)(he)的(de)(de)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)。三(san)是數(shu)智融(rong)(rong)匯空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)，即數(shu)據空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)與智能空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)相(xiang)互(hu)(hu)交(jiao)融(rong)(rong)的(de)(de)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)。從列斐伏(fu)爾的(de)(de)社(she)會(hui)(hui)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)生(sheng)(sheng)產理(li)論來看(kan)，融(rong)(rong)合(he)(he)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)塑造(zao)了(le)新的(de)(de)感知空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)、構想空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)和(he)生(sheng)(sheng)活空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)，并生(sheng)(sheng)成了(le)全新的(de)(de)高等(deng)(deng)教(jiao)育社(she)會(hui)(hui)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)。這一社(she)會(hui)(hui)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)橫(heng)跨人才(cai)培養空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)、科學(xue)研究空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)、社(she)會(hui)(hui)服務(wu)空(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)(jian)，形成全新的(de)(de)高等(deng)(deng)教(jiao)育生(sheng)(sheng)態。(見圖(tu)1)
(一)虛(xu)實融合：虛(xu)擬(ni)空間與(yu)現實空間的融合
數(shu)字技術全面(mian)融入人(ren)們的(de)(de)日(ri)常生(sheng)活(huo)實踐和社(she)會交往過程，數(shu)字空間(jian)作(zuo)為(wei)一種新的(de)(de)社(she)會空間(jian)而產生(sheng)。人(ren)們以(yi)各種“數(shu)字化(hua)身”的(de)(de)方(fang)式從現實世界(jie)進入虛擬世界(jie)，在數(shu)字空間(jian)的(de)(de)社(she)會中遵(zun)循特定的(de)(de)場域規則(ze)，完成一系(xi)列的(de)(de)數(shu)字行(xing)為(wei)，進行(xing)著數(shu)字化(hua)生(sheng)存。
在數(shu)(shu)字(zi)技術(shu)發(fa)(fa)展的初期，數(shu)(shu)字(zi)空(kong)(kong)間(jian)主要(yao)是由符號構(gou)建的。它依賴(lai)人對真實(shi)空(kong)(kong)間(jian)的經驗而將其“幻覺化(hua)”為空(kong)(kong)間(jian)。隨著虛擬(ni)現實(shi)、數(shu)(shu)字(zi)孿生等(deng)技術(shu)的發(fa)(fa)展，沉浸(jin)式、情景化(hua)、可(ke)(ke)感知(zhi)、強交互(hu)的數(shu)(shu)字(zi)空(kong)(kong)間(jian)成(cheng)為可(ke)(ke)能(neng)，而物(wu)聯網、增強現實(shi)等(deng)技術(shu)則(ze)將現實(shi)空(kong)(kong)間(jian)連接到數(shu)(shu)字(zi)空(kong)(kong)間(jian)。現實(shi)空(kong)(kong)間(jian)與數(shu)(shu)字(zi)空(kong)(kong)間(jian)“雙向(xiang)奔赴”，實(shi)現無(wu)縫(feng)銜接，而人成(cheng)為連接這(zhe)兩個空(kong)(kong)間(jian)的中介。
保羅·米(mi)爾格(ge)拉(la)姆(mu)(Paul Milgram)和岸(an)野文郎(Fumio Kishino)于1994年提(ti)出了(le)“現(xian)實(shi)(shi)(shi)(shi)(shi)-虛(xu)(xu)擬連(lian)續體(ti)”理論，意在(zai)描(miao)述現(xian)實(shi)(shi)(shi)(shi)(shi)和虛(xu)(xu)擬之(zhi)間(jian)(jian)(jian)(jian)的(de)(de)(de)關系，該連(lian)續體(ti)包括完(wan)全真(zhen)實(shi)(shi)(shi)(shi)(shi)的(de)(de)(de)現(xian)實(shi)(shi)(shi)(shi)(shi)環境、在(zai)真(zhen)實(shi)(shi)(shi)(shi)(shi)世(shi)(shi)(shi)界中(zhong)疊加虛(xu)(xu)擬信息的(de)(de)(de)增強現(xian)實(shi)(shi)(shi)(shi)(shi)(AR)、在(zai)虛(xu)(xu)擬環境中(zhong)引入(ru)真(zhen)實(shi)(shi)(shi)(shi)(shi)世(shi)(shi)(shi)界的(de)(de)(de)元素(su)的(de)(de)(de)增強虛(xu)(xu)擬(AV)以及完(wan)全由計算(suan)機生成(cheng)的(de)(de)(de)虛(xu)(xu)擬世(shi)(shi)(shi)界，其中(zhong)AR和AV是(shi)現(xian)實(shi)(shi)(shi)(shi)(shi)和虛(xu)(xu)擬環境的(de)(de)(de)混(hun)(hun)合(he)(he)，統稱為混(hun)(hun)合(he)(he)現(xian)實(shi)(shi)(shi)(shi)(shi)(MR)。我們可將此理論延伸(shen)到空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)領域，形成(cheng)“物(wu)理—數字空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)連(lian)續體(ti)”概念，包括物(wu)理空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)、數字空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)以及混(hun)(hun)合(he)(he)空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)，其中(zhong)混(hun)(hun)合(he)(he)空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)包括增強現(xian)實(shi)(shi)(shi)(shi)(shi)的(de)(de)(de)數字空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)和增強虛(xu)(xu)擬的(de)(de)(de)物(wu)理空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)。“物(wu)理-數字空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)連(lian)續體(ti)”構成(cheng)了(le)高(gao)等教育(yu)融合(he)(he)空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)第一重融合(he)(he)子空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)：虛(xu)(xu)實(shi)(shi)(shi)(shi)(shi)融合(he)(he)空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)。教學空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)、科研(yan)空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)、社區空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)、產(chan)業空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)等都(dou)呈現(xian)出虛(xu)(xu)實(shi)(shi)(shi)(shi)(shi)融合(he)(he)空(kong)(kong)(kong)(kong)間(jian)(jian)(jian)(jian)的(de)(de)(de)新(xin)樣態。
(二)開(kai)放互聯：流(liu)動空(kong)間與(yu)地方空(kong)間的交織
開放互聯空(kong)(kong)間(jian)(jian)(jian)是(shi)在虛實融(rong)合空(kong)(kong)間(jian)(jian)(jian)基礎上構(gou)建的(de)(de)第(di)二重(zhong)融(rong)合子空(kong)(kong)間(jian)(jian)(jian)。其(qi)融(rong)合性體現在兩方面(mian)，一方面(mian)是(shi)高(gao)等教育開放互聯的(de)(de)流動(dong)空(kong)(kong)間(jian)(jian)(jian)促使多元(yuan)主體相互融(rong)合;另(ling)一方面(mian)是(shi)流動(dong)空(kong)(kong)間(jian)(jian)(jian)與(yu)地方空(kong)(kong)間(jian)(jian)(jian)的(de)(de)相互交織融(rong)合。
曼紐爾·卡斯特(te)爾(Manuel Castells)為理(li)解和(he)(he)解釋信息技術革(ge)命(ming)所(suo)引(yin)發的(de)(de)(de)(de)(de)(de)深(shen)(shen)刻社(she)(she)會(hui)(hui)變革(ge)提(ti)出了網(wang)(wang)絡社(she)(she)會(hui)(hui)理(li)論。從(cong)網(wang)(wang)絡社(she)(she)會(hui)(hui)的(de)(de)(de)(de)(de)(de)視角看，高(gao)(gao)等(deng)(deng)教育(yu)數(shu)字(zi)化(hua)轉(zhuan)(zhuan)型不僅僅是技術層面的(de)(de)(de)(de)(de)(de)變革(ge)，更是高(gao)(gao)等(deng)(deng)教育(yu)內外(wai)部社(she)(she)會(hui)(hui)形(xing)(xing)態(tai)網(wang)(wang)絡化(hua)的(de)(de)(de)(de)(de)(de)變革(ge)。其中(zhong)流(liu)動(dong)空(kong)(kong)間(jian)(jian)(jian)(Space of Flows)成(cheng)為主(zhu)導的(de)(de)(de)(de)(de)(de)空(kong)(kong)間(jian)(jian)(jian)邏輯，個(ge)人、組織(zhi)、知(zhi)識和(he)(he)資源(yuan)等(deng)(deng)要(yao)(yao)素在全(quan)球(qiu)(qiu)范圍內沿網(wang)(wang)絡快速流(liu)動(dong)，突(tu)破(po)了傳統的(de)(de)(de)(de)(de)(de)地(di)理(li)限制(zhi)和(he)(he)制(zhi)度邊界。隨著數(shu)字(zi)化(hua)轉(zhuan)(zhuan)型的(de)(de)(de)(de)(de)(de)深(shen)(shen)入，高(gao)(gao)等(deng)(deng)教育(yu)機構不再是相對封閉的(de)(de)(de)(de)(de)(de)堡壘，而成(cheng)為全(quan)球(qiu)(qiu)社(she)(she)會(hui)(hui)網(wang)(wang)絡中(zhong)的(de)(de)(de)(de)(de)(de)重(zhong)(zhong)要(yao)(yao)節(jie)點。高(gao)(gao)等(deng)(deng)教育(yu)的(de)(de)(de)(de)(de)(de)開放性與(yu)互(hu)聯性空(kong)(kong)前增(zeng)強，與(yu)其他(ta)社(she)(she)會(hui)(hui)領域的(de)(de)(de)(de)(de)(de)邊界逐漸模糊(hu)。人才(cai)培養空(kong)(kong)間(jian)(jian)(jian)、科學(xue)研(yan)究(jiu)空(kong)(kong)間(jian)(jian)(jian)、社(she)(she)會(hui)(hui)服務空(kong)(kong)間(jian)(jian)(jian)彼(bi)此開放互(hu)聯，形(xing)(xing)成(cheng)一張巨大的(de)(de)(de)(de)(de)(de)高(gao)(gao)等(deng)(deng)教育(yu)空(kong)(kong)間(jian)(jian)(jian)網(wang)(wang)絡。同(tong)時，有(you)形(xing)(xing)、可感、有(you)界的(de)(de)(de)(de)(de)(de)地(di)方空(kong)(kong)間(jian)(jian)(jian)(Space of Places)也并未消失，反(fan)而以新的(de)(de)(de)(de)(de)(de)形(xing)(xing)式與(yu)流(liu)動(dong)空(kong)(kong)間(jian)(jian)(jian)相互(hu)交(jiao)織(zhi)。例(li)如，大學(xue)校園(yuan)作為地(di)方空(kong)(kong)間(jian)(jian)(jian)，仍(reng)然是深(shen)(shen)化(hua)學(xue)生人文(wen)底蘊、充實學(xue)生精神(shen)力量、增(zeng)強實踐(jian)創新能力的(de)(de)(de)(de)(de)(de)重(zhong)(zhong)要(yao)(yao)場所(suo)，蘊涵著地(di)方性的(de)(de)(de)(de)(de)(de)獨特(te)文(wen)化(hua)與(yu)個(ge)性精神(shen)。流(liu)動(dong)空(kong)(kong)間(jian)(jian)(jian)與(yu)地(di)方空(kong)(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)(de)(de)融合構成(cheng)了高(gao)(gao)等(deng)(deng)教育(yu)開放互(hu)聯空(kong)(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)(de)(de)重(zhong)(zhong)要(yao)(yao)特(te)征。需要(yao)(yao)注意的(de)(de)(de)(de)(de)(de)是教育(yu)的(de)(de)(de)(de)(de)(de)流(liu)動(dong)空(kong)(kong)間(jian)(jian)(jian)并非等(deng)(deng)同(tong)于數(shu)字(zi)空(kong)(kong)間(jian)(jian)(jian)，而是指(zhi)向一種空(kong)(kong)間(jian)(jian)(jian)組織(zhi)結構。
(三)數(shu)智融(rong)(rong)匯：數(shu)據(ju)空間與(yu)智能空間的交融(rong)(rong)
大(da)數(shu)(shu)據技術與人工(gong)智(zhi)(zhi)能的(de)(de)(de)(de)發(fa)展，促使高等(deng)教育(yu)空(kong)間(jian)(jian)(jian)邁向第三重子融(rong)合(he)(he)空(kong)間(jian)(jian)(jian)，即數(shu)(shu)智(zhi)(zhi)融(rong)匯空(kong)間(jian)(jian)(jian)。一(yi)方面，人正(zheng)在被(bei)“全息(xi)”數(shu)(shu)據化，融(rong)合(he)(he)空(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)行動(dong)者(zhe)所(suo)留下的(de)(de)(de)(de)數(shu)(shu)字痕(hen)跡(ji)構成(cheng)了(le)一(yi)個巨(ju)大(da)的(de)(de)(de)(de)行動(dong)者(zhe)網絡，形(xing)(xing)成(cheng)了(le)空(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)大(da)數(shu)(shu)據和數(shu)(shu)據空(kong)間(jian)(jian)(jian)。人類主(zhu)體在高等(deng)教育(yu)融(rong)合(he)(he)空(kong)間(jian)(jian)(jian)里發(fa)生的(de)(de)(de)(de)所(suo)有行為(wei)均可被(bei)追蹤(zong)、記錄(lu)、存儲，從而形(xing)(xing)成(cheng)覆蓋(gai)全場景、全過程的(de)(de)(de)(de)教育(yu)大(da)數(shu)(shu)據倉(cang)庫(ku)，數(shu)(shu)據驅(qu)動(dong)成(cheng)為(wei)可能。另一(yi)方面，以AIGC為(wei)代表的(de)(de)(de)(de)人工(gong)智(zhi)(zhi)能技術的(de)(de)(de)(de)嵌(qian)入(ru)(ru)，使具有一(yi)定智(zhi)(zhi)能的(de)(de)(de)(de)機器人“主(zhu)體”(AI Agent，如(ru)智(zhi)(zhi)能學伴等(deng)各(ge)類“智(zhi)(zhi)能體”)進入(ru)(ru)高等(deng)教育(yu)空(kong)間(jian)(jian)(jian)，與空(kong)間(jian)(jian)(jian)融(rong)合(he)(he)，形(xing)(xing)成(cheng)智(zhi)(zhi)能空(kong)間(jian)(jian)(jian)。
從后(hou)人類主(zhu)義理論(lun)視(shi)角來看，智能(neng)空(kong)(kong)間(jian)或將成為唐(tang)娜·哈拉(la)維(Donna Haraway)所描述(shu)的(de)(de)(de)(de)“賽博格”實體(ti)(ti)(Cyborg的(de)(de)(de)(de)音譯，控制論(lun)有(you)機體(ti)(ti)，指人類與技術(shu)的(de)(de)(de)(de)混合體(ti)(ti))的(de)(de)(de)(de)棲息地(di)，人類主(zhu)體(ti)(ti)在智能(neng)空(kong)(kong)間(jian)中(zhong)與“智能(neng)體(ti)(ti)”深度(du)依賴(lai)共生(sheng)，塑造了人機融合的(de)(de)(de)(de)新型主(zhu)體(ti)(ti)。在此空(kong)(kong)間(jian)中(zhong)，知識(shi)不再僅僅由人類主(zhu)體(ti)(ti)產生(sheng)和(he)(he)(he)(he)(he)傳(chuan)播(bo)，而(er)是通過人類、智能(neng)體(ti)(ti)和(he)(he)(he)(he)(he)環境的(de)(de)(de)(de)復雜互動共同創造和(he)(he)(he)(he)(he)傳(chuan)播(bo)，知識(shi)生(sheng)產和(he)(he)(he)(he)(he)傳(chuan)播(bo)被去中(zhong)心化(hua)，傳(chuan)統的(de)(de)(de)(de)教育(yu)權威結(jie)構(gou)被打破。智能(neng)空(kong)(kong)間(jian)中(zhong)人類、技術(shu)和(he)(he)(he)(he)(he)環境將形成共同演化(hua)的(de)(de)(de)(de)復雜適應系統。自(zi)適應系統的(de)(de)(de)(de)自(zi)組織和(he)(he)(he)(he)(he)“涌(yong)現”等特(te)征促使(shi)其根據內外(wai)部環境的(de)(de)(de)(de)變化(hua)不斷調(diao)整和(he)(he)(he)(he)(he)進化(hua)。
四、空間視角下高等教育的未來圖景
數(shu)字化轉型(xing)是高(gao)(gao)等(deng)(deng)教育(yu)(yu)應對(dui)現實挑(tiao)戰(zhan)的重要途(tu)徑(jing)，將(jiang)有望徹底革新(xin)人才培養、科學研究和社(she)會服務的基(ji)本范(fan)式，重新(xin)定義高(gao)(gao)等(deng)(deng)教育(yu)(yu)的未(wei)來。高(gao)(gao)等(deng)(deng)教育(yu)(yu)融合空(kong)間(jian)從(cong)空(kong)間(jian)視(shi)角揭示了高(gao)(gao)等(deng)(deng)教育(yu)(yu)數(shu)字化轉型(xing)的核心特征，為預(yu)見和建構(gou)高(gao)(gao)等(deng)(deng)教育(yu)(yu)數(shu)字化轉型(xing)的未(wei)來圖景(jing)提供了新(xin)視(shi)角。
(一)模式重塑、生態創生：高(gao)等教育人才(cai)培養的未來圖景
高等(deng)教育融(rong)合空間的(de)生成將重塑人(ren)才培(pei)養模式、變革人(ren)才評價體系、緩解(jie)人(ren)才就業(ye)難(nan)題(ti)，最終實現人(ren)才培(pei)養全(quan)新生態創生。
第一(yi)，高(gao)等教(jiao)育融(rong)合(he)空(kong)(kong)間(jian)(jian)有利(li)于推動人類教(jiao)育史上第三次教(jiao)育變革：大(da)規模(mo)(mo)(mo)個性(xing)化教(jiao)育。數智融(rong)匯空(kong)(kong)間(jian)(jian)能夠融(rong)合(he)學(xue)(xue)(xue)(xue)(xue)科(ke)知(zhi)識圖譜構建、學(xue)(xue)(xue)(xue)(xue)習(xi)認知(zhi)圖譜建模(mo)(mo)(mo)、多元多模(mo)(mo)(mo)態(tai)異構數據采(cai)集追蹤、學(xue)(xue)(xue)(xue)(xue)生(sheng)畫像建模(mo)(mo)(mo)、認知(zhi)診(zhen)斷建模(mo)(mo)(mo)、適(shi)(shi)應(ying)性(xing)學(xue)(xue)(xue)(xue)(xue)習(xi)服務推送等技術，精準測量(liang)(liang)學(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)最近(jin)發展(zhan)區間(jian)(jian)，為每位學(xue)(xue)(xue)(xue)(xue)生(sheng)量(liang)(liang)身定制適(shi)(shi)應(ying)性(xing)課程，突(tu)破標準化、同(tong)(tong)質化的(de)(de)(de)教(jiao)學(xue)(xue)(xue)(xue)(xue)限制，實現教(jiao)與(yu)學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)個性(xing)化。同(tong)(tong)時(shi)，開放互聯空(kong)(kong)間(jian)(jian)將推動組(zu)織形態(tai)重塑(su)，實現組(zu)織的(de)(de)(de)個性(xing)化。跨學(xue)(xue)(xue)(xue)(xue)科(ke)、跨年級、跨時(shi)空(kong)(kong)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)者通過(guo)協(xie)同(tong)(tong)、競(jing)爭等方式自主構建學(xue)(xue)(xue)(xue)(xue)習(xi)共(gong)同(tong)(tong)體，圍繞(rao)共(gong)同(tong)(tong)任務或目標開展(zhan)互動學(xue)(xue)(xue)(xue)(xue)習(xi)。
第二，高(gao)等(deng)教育融(rong)合空(kong)間將(jiang)有(you)益于(yu)構建成熟(shu)的(de)(de)(de)(de)(de)實(shi)(shi)踐性(xing)學(xue)習(xi)體(ti)系，促進“服(fu)(fu)務-學(xue)習(xi)”發生(sheng)(sheng)。一方(fang)面(mian)(mian)，虛實(shi)(shi)融(rong)合的(de)(de)(de)(de)(de)新型社區(qu)(qu)空(kong)間將(jiang)拓寬“服(fu)(fu)務-學(xue)習(xi)”的(de)(de)(de)(de)(de)范(fan)圍。“服(fu)(fu)務-學(xue)習(xi)”的(de)(de)(de)(de)(de)場(chang)域從物理的(de)(de)(de)(de)(de)現實(shi)(shi)社區(qu)(qu)延伸至(zhi)虛擬的(de)(de)(de)(de)(de)數(shu)字(zi)社區(qu)(qu)。學(xue)生(sheng)(sheng)能身臨其境地融(rong)入社區(qu)(qu)、參與社區(qu)(qu)服(fu)(fu)務實(shi)(shi)踐，將(jiang)解決社區(qu)(qu)真實(shi)(shi)問題的(de)(de)(de)(de)(de)實(shi)(shi)踐活動(dong)(dong)化作學(xue)習(xi)活動(dong)(dong)。另(ling)一方(fang)面(mian)(mian)，社區(qu)(qu)服(fu)(fu)務空(kong)間與學(xue)習(xi)空(kong)間相互聯通，實(shi)(shi)現了“服(fu)(fu)務”與“學(xue)習(xi)”的(de)(de)(de)(de)(de)無縫銜接。發生(sheng)(sheng)在(zai)社區(qu)(qu)的(de)(de)(de)(de)(de)服(fu)(fu)務活動(dong)(dong)與發生(sheng)(sheng)在(zai)學(xue)習(xi)空(kong)間的(de)(de)(de)(de)(de)課(ke)程學(xue)習(xi)和結構化反思相融(rong)合，信息、知識等(deng)在(zai)開放(fang)互聯空(kong)間中自由流動(dong)(dong)。學(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)實(shi)(shi)踐成果能夠(gou)直接應用(yong)于(yu)社區(qu)(qu)生(sheng)(sheng)活，而(er)實(shi)(shi)踐活動(dong)(dong)也(ye)將(jiang)有(you)效(xiao)納(na)入課(ke)程體(ti)系。
第三，高(gao)等教(jiao)育融合(he)空間(jian)有(you)助于構建數(shu)智驅動的學(xue)習評(ping)(ping)(ping)(ping)(ping)(ping)價(jia)機制。數(shu)據空間(jian)為(wei)(wei)全(quan)面感(gan)知(zhi)、追(zhui)蹤(zong)、采集、存儲各類(lei)數(shu)據提供(gong)了基礎保障(zhang)，實現師生教(jiao)與(yu)學(xue)行為(wei)(wei)的全(quan)過(guo)程(cheng)、全(quan)要素數(shu)據監測。智能體融入的智能空間(jian)將(jiang)重塑綜合(he)評(ping)(ping)(ping)(ping)(ping)(ping)價(jia)的全(quan)新范式。新型評(ping)(ping)(ping)(ping)(ping)(ping)價(jia)范式全(quan)面服務高(gao)等教(jiao)育人(ren)才培養(yang)目標的實現。一是(shi)拓寬了評(ping)(ping)(ping)(ping)(ping)(ping)價(jia)的維度(du)，從情感(gan)、行為(wei)(wei)、認知(zhi)等多維度(du)提供(gong)全(quan)面、有(you)效、個性的評(ping)(ping)(ping)(ping)(ping)(ping)估反(fan)饋;二是(shi)延伸了評(ping)(ping)(ping)(ping)(ping)(ping)價(jia)的長度(du)，評(ping)(ping)(ping)(ping)(ping)(ping)價(jia)貫穿(chuan)整個教(jiao)育教(jiao)學(xue)過(guo)程(cheng)，為(wei)(wei)學(xue)生提供(gong)即時反(fan)饋;三是(shi)提升了評(ping)(ping)(ping)(ping)(ping)(ping)價(jia)的精度(du)，通過(guo)學(xue)生畫像(xiang)描摹、認知(zhi)習慣分析(xi)、學(xue)習風格分析(xi)等技術，為(wei)(wei)學(xue)生提供(gong)客(ke)觀、科學(xue)的評(ping)(ping)(ping)(ping)(ping)(ping)價(jia)建議。
第四，高等教(jiao)育融(rong)合(he)空間(jian)(jian)將有(you)利于緩解人才就業(ye)(ye)難題。一是(shi)基(ji)于融(rong)合(he)空間(jian)(jian)，教(jiao)育大(da)數(shu)(shu)據(ju)(ju)與產業(ye)(ye)大(da)數(shu)(shu)據(ju)(ju)、勞動(dong)力(li)(li)市場大(da)數(shu)(shu)據(ju)(ju)將實(shi)現深度融(rong)合(he)，推動(dong)勞動(dong)力(li)(li)供(gong)需(xu)雙向透明化，有(you)利于緩解結構性失業(ye)(ye)和(he)技術性失業(ye)(ye)的風險挑戰。二(er)是(shi)融(rong)合(he)空間(jian)(jian)可充分發揮“大(da)數(shu)(shu)據(ju)(ju)比你更懂你”的優勢(shi)，幫助學(xue)生洞悉興趣愛好(hao)、發掘(jue)個(ge)人潛能，從而(er)預防并化解潛在(zai)的摩擦性失業(ye)(ye)風險。三是(shi)融(rong)合(he)空間(jian)(jian)有(you)利于構建(jian)動(dong)態靈活的招聘與擇(ze)(ze)業(ye)(ye)雙向選(xuan)擇(ze)(ze)模式。在(zai)人才培養(yang)階段，學(xue)生和(he)用人單(dan)位即可基(ji)于數(shu)(shu)據(ju)(ju)智能匹(pi)配(pei)推薦，開啟多向選(xuan)拔(ba)通道，雙方可持續加深了解、動(dong)態調整偏好(hao)，最(zui)終(zhong)實(shi)現人才培養(yang)與擇(ze)(ze)業(ye)(ye)就業(ye)(ye)精準銜接。
高等(deng)教育融合空間(jian)為創生人才(cai)培養新(xin)生態(tai)提(ti)供了(le)機(ji)遇(yu)，但也帶來了(le)新(xin)的(de)潛在(zai)(zai)風(feng)險(xian)，值得(de)防范。例如，在(zai)(zai)學習模(mo)式(shi)(shi)方(fang)面，過(guo)度(du)(du)依(yi)賴智能(neng)推薦的(de)學習模(mo)式(shi)(shi)可(ke)(ke)能(neng)限(xian)制學生探索知識(shi)的(de)范圍，造(zao)成“知識(shi)繭房”。在(zai)(zai)學習評價方(fang)面，過(guo)度(du)(du)依(yi)賴數(shu)據驅動的(de)評價方(fang)式(shi)(shi)可(ke)(ke)能(neng)導致“數(shu)據決定(ding)論”，忽視(shi)了(le)人才(cai)發展的(de)復雜性和多樣(yang)性。在(zai)(zai)擇(ze)業(ye)就業(ye)方(fang)面，基于數(shu)據的(de)匹(pi)配機(ji)制可(ke)(ke)能(neng)導致“過(guo)度(du)(du)匹(pi)配”問題，限(xian)制了(le)畢業(ye)生接觸多元化職業(ye)機(ji)會的(de)可(ke)(ke)能(neng)。
(二)組織變革、范式升級(ji)：高等教育科學研究(jiu)的未來圖景(jing)
高(gao)(gao)等(deng)(deng)教育融(rong)合(he)空(kong)(kong)間(jian)的(de)(de)(de)生成(cheng)將催(cui)(cui)生愿景(jing)(jing)驅(qu)動的(de)(de)(de)自組(zu)織科(ke)(ke)(ke)(ke)研(yan)新模式，有機融(rong)合(he)“大科(ke)(ke)(ke)(ke)學(xue)”與“小科(ke)(ke)(ke)(ke)學(xue)”之長。我國科(ke)(ke)(ke)(ke)研(yan)事業(ye)擁有強有力(li)(li)的(de)(de)(de)愿景(jing)(jing)指引，從習近平總(zong)書(shu)記提出的(de)(de)(de)“四個面向”到(dao)國家重大科(ke)(ke)(ke)(ke)技(ji)專項(xiang)、自然(ran)科(ke)(ke)(ke)(ke)學(xue)基金等(deng)(deng)，一系(xi)列宏偉愿景(jing)(jing)引領著科(ke)(ke)(ke)(ke)技(ji)創(chuang)新的(de)(de)(de)方(fang)向。發揮開(kai)放互聯空(kong)(kong)間(jian)的(de)(de)(de)特性，全球(qiu)跨(kua)(kua)學(xue)科(ke)(ke)(ke)(ke)、跨(kua)(kua)行業(ye)、跨(kua)(kua)組(zu)織的(de)(de)(de)科(ke)(ke)(ke)(ke)研(yan)力(li)(li)量在愿景(jing)(jing)的(de)(de)(de)驅(qu)動下自發匯聚，形(xing)成(cheng)高(gao)(gao)度開(kai)放的(de)(de)(de)科(ke)(ke)(ke)(ke)學(xue)共同體。科(ke)(ke)(ke)(ke)研(yan)組(zu)織自然(ran)生長，實現扁平化(hua)、去中(zhong)心化(hua)、智(zhi)能(neng)化(hua)變革。同時，人才(cai)、技(ji)術、資源、知識以及資本在融(rong)合(he)空(kong)(kong)間(jian)中(zhong)自由組(zu)合(he)、高(gao)(gao)效流動，催(cui)(cui)生出全新的(de)(de)(de)協(xie)同創(chuang)新格局。
在(zai)自組(zu)織(zhi)的進程中，高(gao)(gao)校(xiao)(xiao)與(yu)人(ren)(ren)工(gong)智(zhi)能(neng)企業(ye)深度合作(zuo)(zuo)，實(shi)現優勢(shi)互補、合作(zuo)(zuo)共贏。企業(ye)向高(gao)(gao)校(xiao)(xiao)開放(fang)先進的大數據、算力(li)(li)和(he)模型等(deng)技術資(zi)源(yuan)，同(tong)時為科(ke)研(yan)(yan)過程提供人(ren)(ren)工(gong)智(zhi)能(neng)專業(ye)人(ren)(ren)才保障。高(gao)(gao)校(xiao)(xiao)則將基礎研(yan)(yan)究成果、扎實(shi)的研(yan)(yan)究設計和(he)方法提供給企業(ye)。通過強強聯合，高(gao)(gao)等(deng)教育的科(ke)研(yan)(yan)工(gong)作(zuo)(zuo)不(bu)僅能(neng)夠應對極高(gao)(gao)復雜度的組(zu)合爆(bao)炸問題，更(geng)將有(you)力(li)(li)促進學科(ke)融合與(yu)范(fan)式(shi)融合，開啟人(ren)(ren)機協同(tong)的第(di)五范(fan)式(shi)。
高(gao)等(deng)教育融合空(kong)間(jian)(jian)為(wei)科(ke)學(xue)(xue)研究變(bian)革創造了條件，但也蘊涵著新的(de)(de)(de)挑(tiao)戰，值(zhi)得警惕。如(ru)在(zai)科(ke)研組織(zhi)方面，融合空(kong)間(jian)(jian)促成多元(yuan)合作(zuo)的(de)(de)(de)同時，不同參與者的(de)(de)(de)貢(gong)獻和(he)(he)權益變(bian)得更加復雜(za)，可(ke)能引發(fa)知識(shi)產權和(he)(he)利益分配問題。在(zai)范式(shi)(shi)升級方面，由于某些學(xue)(xue)科(ke)更易于利用第五(wu)范式(shi)(shi)而可(ke)能加劇學(xue)(xue)科(ke)間(jian)(jian)的(de)(de)(de)不均衡發(fa)展。
(三)人(ren)人(ren)皆學、協同創新(xin)：高等教育(yu)社會服務的未(wei)來圖景
首先，高等(deng)教(jiao)育融(rong)(rong)合空間的(de)(de)(de)生(sheng)成將(jiang)全面賦能(neng)終身學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)的(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)型(xing)社(she)(she)會建(jian)設(she)。一是(shi)將(jiang)加(jia)強優(you)質資源開(kai)放共享。高等(deng)教(jiao)育體(ti)系(xi)(xi)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)空間可(ke)以快速、高效(xiao)地(di)向(xiang)社(she)(she)會開(kai)放，實(shi)現(xian)人(ren)人(ren)皆學(xue)(xue)(xue)(xue)，處處能(neng)學(xue)(xue)(xue)(xue)，時(shi)時(shi)可(ke)學(xue)(xue)(xue)(xue)。二是(shi)將(jiang)助(zhu)推學(xue)(xue)(xue)(xue)分(fen)銀(yin)行體(ti)系(xi)(xi)建(jian)設(she)。融(rong)(rong)合空間賦能(neng)數字化的(de)(de)(de)個人(ren)終身學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)檔案(an)，將(jiang)正規(gui)教(jiao)育、非正規(gui)教(jiao)育以及非正式(shi)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)的(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)活(huo)(huo)動納入(ru)其中。進而通過(guo)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)成果認證，將(jiang)個人(ren)成果轉化為資歷(li)學(xue)(xue)(xue)(xue)分(fen)存入(ru)學(xue)(xue)(xue)(xue)分(fen)銀(yin)行個人(ren)賬戶(hu)，實(shi)現(xian)各(ge)級各(ge)類教(jiao)育相互銜接、溝通的(de)(de)(de)終身學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)(xi)(xi)“立交(jiao)橋(qiao)”。三(san)是(shi)將(jiang)助(zhu)推靈(ling)活(huo)(huo)學(xue)(xue)(xue)(xue)制的(de)(de)(de)實(shi)現(xian)。虛實(shi)融(rong)(rong)合空間為更加(jia)靈(ling)活(huo)(huo)的(de)(de)(de)學(xue)(xue)(xue)(xue)制設(she)計(ji)創造了條件，學(xue)(xue)(xue)(xue)生(sheng)可(ke)以根據自(zi)己的(de)(de)(de)人(ren)生(sheng)規(gui)劃(hua)隨時(shi)離開(kai)學(xue)(xue)(xue)(xue)校(xiao)，隨時(shi)返(fan)回學(xue)(xue)(xue)(xue)校(xiao)，真正實(shi)現(xian)高等(deng)教(jiao)育面向(xiang)社(she)(she)會的(de)(de)(de)開(kai)放。
其次，高(gao)等(deng)教育融合空(kong)間(jian)將(jiang)(jiang)推動高(gao)校設施深(shen)度(du)開(kai)(kai)放。一是(shi)全國高(gao)校重大(da)科研設施、科學儀(yi)器的(de)(de)(de)(de)網絡化聯通，將(jiang)(jiang)突破區域和地(di)(di)理(li)限制，實(shi)現全國范(fan)圍內設備共享(xiang)，最大(da)程度(du)釋放設施潛能(neng)。二是(shi)科研設施與儀(yi)器的(de)(de)(de)(de)數(shu)字(zi)化，使用戶能(neng)遠程操控(kong)實(shi)驗，獲取實(shi)驗數(shu)據(ju)，實(shi)現資(zi)源的(de)(de)(de)(de)高(gao)效共享(xiang)。三(san)是(shi)在(zai)數(shu)字(zi)科研空(kong)間(jian)中，開(kai)(kai)發各類(lei)虛擬實(shi)驗室，將(jiang)(jiang)使社會大(da)眾能(neng)夠身(shen)臨其境地(di)(di)體驗各類(lei)資(zi)源設施，拓展服務的(de)(de)(de)(de)廣度(du)和深(shen)度(du)。
最后，高等教育融合(he)空(kong)(kong)間(jian)將提升企(qi)業(ye)創(chuang)新(xin)(xin)能力。高校和企(qi)業(ye)的(de)數(shu)字化轉型降低(di)了多(duo)元主體(ti)交流協同(tong)、互建(jian)(jian)信任的(de)成本，已有實證研(yan)(yan)究表明數(shu)字化水平越(yue)高，企(qi)業(ye)產(chan)學(xue)(xue)研(yan)(yan)合(he)作創(chuang)新(xin)(xin)的(de)可能性越(yue)大。同(tong)時，融合(he)空(kong)(kong)間(jian)大大拓(tuo)展了產(chan)學(xue)(xue)研(yan)(yan)融合(he)的(de)時空(kong)(kong)范圍，未(wei)來的(de)以高校為核心(xin)的(de)科(ke)技城將以流動(dong)空(kong)(kong)間(jian)的(de)方式輻射全球、服務全球，構建(jian)(jian)新(xin)(xin)型大學(xue)(xue)科(ke)技城。
高等(deng)教育(yu)融合空間創新(xin)社會服(fu)務模式的(de)同時，也帶來新(xin)的(de)問題，值得關(guan)注。例如，網絡接入、數字(zi)素養方面的(de)差(cha)異(yi)所(suo)造成(cheng)的(de)不(bu)同群體間的(de)“數字(zi)鴻溝”可(ke)能加劇教育(yu)的(de)不(bu)平等(deng)，影響(xiang)學(xue)習型社會建設。高校(xiao)設施(shi)的(de)廣(guang)泛(fan)開放(fang)可(ke)能導致資源調配(pei)的(de)問題，平衡(heng)校(xiao)內外設施(shi)的(de)分配(pei)成(cheng)為新(xin)的(de)挑戰。此外，產學(xue)研融合范圍的(de)擴大可(ke)能弱化高校(xiao)對地(di)方經(jing)濟(ji)發展的(de)作用，影響(xiang)校(xiao)地(di)關(guan)系。
五、空間視角下高等教育數字化轉型的實現路徑
高(gao)等教(jiao)育(yu)融合空(kong)(kong)間(jian)(jian)(jian)(jian)的(de)生(sheng)成(cheng)邏(luo)輯是將高(gao)等教(jiao)育(yu)數(shu)字化轉(zhuan)型(xing)的(de)可能化為(wei)現實(shi)的(de)空(kong)(kong)間(jian)(jian)(jian)(jian)邏(luo)輯，是探索高(gao)等教(jiao)育(yu)數(shu)字化轉(zhuan)型(xing)實(shi)現路徑(jing)的(de)新視角。列斐(fei)伏爾提(ti)出基(ji)于“空(kong)(kong)間(jian)(jian)(jian)(jian)實(shi)踐”(Spatial Practice)、“空(kong)(kong)間(jian)(jian)(jian)(jian)再現”(Representations of Space)和“再現的(de)空(kong)(kong)間(jian)(jian)(jian)(jian)”(Representational Spaces)三元辯證關系的(de)社會(hui)(hui)空(kong)(kong)間(jian)(jian)(jian)(jian)生(sheng)產理論，強調了(le)社會(hui)(hui)空(kong)(kong)間(jian)(jian)(jian)(jian)與社會(hui)(hui)關系的(de)生(sheng)產與再生(sheng)產關系。高(gao)等教(jiao)育(yu)融合空(kong)(kong)間(jian)(jian)(jian)(jian)是高(gao)等教(jiao)育(yu)的(de)社會(hui)(hui)空(kong)(kong)間(jian)(jian)(jian)(jian)，因此(ci)，可以從列斐(fei)伏爾的(de)空(kong)(kong)間(jian)(jian)(jian)(jian)生(sheng)產理論來規劃(hua)融合空(kong)(kong)間(jian)(jian)(jian)(jian)的(de)生(sheng)成(cheng)路徑(jing)。
(一(yi))重構“空間實踐”：建(jian)設(she)高等教(jiao)育空間的(de)基(ji)礎(chu)設(she)施
“空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)實踐(jian)”是(shi)生(sheng)成社會空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)第一重空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)，是(shi)人對生(sheng)活于(yu)(yu)其中(zhong)的(de)(de)感知空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)直接實踐(jian)經驗。重構融(rong)合空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)“空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)實踐(jian)”就是(shi)要(yao)(yao)加(jia)強(qiang)融(rong)合空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)基(ji)礎設(she)(she)(she)施(shi)建(jian)設(she)(she)(she)，具(ju)體(ti)包括物(wu)理空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)和(he)數字空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)的(de)(de)建(jian)設(she)(she)(she)。數字空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)建(jian)設(she)(she)(she)是(shi)重構“空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)實踐(jian)”的(de)(de)關鍵，要(yao)(yao)統(tong)籌(chou)做好硬(ying)件(jian)建(jian)設(she)(she)(she)和(he)軟(ruan)件(jian)建(jian)設(she)(she)(she)。硬(ying)件(jian)方(fang)面，高校(xiao)(xiao)需加(jia)快(kuai)推進智能化(hua)教(jiao)學(xue)設(she)(she)(she)備、終(zhong)端以及物(wu)聯(lian)網設(she)(she)(she)施(shi)建(jian)設(she)(she)(she)，打造(zao)(zao)全方(fang)位感知、實時互動的(de)(de)智慧校(xiao)(xiao)園環境。軟(ruan)件(jian)方(fang)面，一是(shi)要(yao)(yao)探索覆蓋高等教(jiao)育(yu)全環節(jie)的(de)(de)應(ying)(ying)用(yong)創新;二是(shi)要(yao)(yao)統(tong)籌(chou)推進教(jiao)育(yu)數據標準(zhun)建(jian)設(she)(she)(she)。在數字空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)軟(ruan)硬(ying)件(jian)基(ji)礎設(she)(she)(she)施(shi)建(jian)設(she)(she)(she)實施(shi)過程中(zhong)，可(ke)借(jie)鑒《上海市教(jiao)育(yu)數字化(hua)轉型實施(shi)方(fang)案(2021—2023)》，形成大企業(ye)研發數字基(ji)座產品，中(zhong)小企業(ye)開發典型應(ying)(ying)用(yong)服(fu)務，高校(xiao)(xiao)購(gou)買(mai)產品服(fu)務的(de)(de)模式。同(tong)時，物(wu)理空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)建(jian)設(she)(she)(she)對于(yu)(yu)融(rong)合空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)同(tong)樣重要(yao)(yao)，不可(ke)偏(pian)廢。在物(wu)理空(kong)(kong)(kong)間(jian)(jian)(jian)(jian)(jian)建(jian)設(she)(she)(she)中(zhong)既要(yao)(yao)突出(chu)人造(zao)(zao)與(yu)自(zi)然的(de)(de)融(rong)合，又要(yao)(yao)強(qiang)調科技與(yu)人文的(de)(de)和(he)諧，還要(yao)(yao)追求功能與(yu)形式的(de)(de)統(tong)一。
(二)創新“空間再現”：重塑高(gao)等教育(yu)空間的內涵特征(zheng)
“空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)再現(xian)”作為(wei)(wei)生成社會(hui)空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)(de)第二重空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)，是社會(hui)各(ge)界(jie)對(dui)高(gao)等(deng)(deng)(deng)(deng)教(jiao)育空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)(de)構想(xiang)和規劃，擁有更大權力的(de)(de)(de)(de)(de)主(zhu)體將直接影(ying)響(xiang)最終生產的(de)(de)(de)(de)(de)社會(hui)空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)。為(wei)(wei)建構高(gao)等(deng)(deng)(deng)(deng)教(jiao)育融(rong)(rong)合空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)，需要(yao)將融(rong)(rong)合空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)(de)三個特征作為(wei)(wei)創新(xin)(xin)(xin)(xin)“空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)再現(xian)”的(de)(de)(de)(de)(de)精神內(nei)涵。一是創新(xin)(xin)(xin)(xin)虛實(shi)融(rong)(rong)合空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)。虛實(shi)融(rong)(rong)合是融(rong)(rong)合空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)(de)“底色”，大大拓展了(le)社會(hui)空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)(de)類型(xing)和范圍，要(yao)構想(xiang)人才培養、科學(xue)研究、社會(hui)服務(wu)所(suo)涉各(ge)類物理場域(yu)空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)所(suo)對(dui)應(ying)(ying)的(de)(de)(de)(de)(de)數字空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)樣態(tai)，重新(xin)(xin)(xin)(xin)定義(yi)教(jiao)室、實(shi)驗(yan)室、圖(tu)書館(guan)等(deng)(deng)(deng)(deng)傳(chuan)統教(jiao)育場所(suo)的(de)(de)(de)(de)(de)概念(nian)及人在空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)中的(de)(de)(de)(de)(de)活動方(fang)(fang)式(shi)。此外，還可(ke)創新(xin)(xin)(xin)(xin)構想(xiang)前(qian)所(suo)未有的(de)(de)(de)(de)(de)新(xin)(xin)(xin)(xin)型(xing)虛擬空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)，如歷史事件的(de)(de)(de)(de)(de)沉浸式(shi)教(jiao)學(xue)場景空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)。二是創新(xin)(xin)(xin)(xin)開(kai)放互(hu)(hu)聯空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)。開(kai)放互(hu)(hu)聯是融(rong)(rong)合空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)的(de)(de)(de)(de)(de)本質追求，要(yao)重新(xin)(xin)(xin)(xin)定義(yi)高(gao)等(deng)(deng)(deng)(deng)教(jiao)育內(nei)外部(bu)要(yao)素、功能的(de)(de)(de)(de)(de)邊界(jie)、關系及互(hu)(hu)動方(fang)(fang)式(shi)，構想(xiang)跨(kua)界(jie)聯通(tong)的(de)(de)(de)(de)(de)空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)新(xin)(xin)(xin)(xin)形態(tai)。例(li)如，在人才培養方(fang)(fang)面，設(she)(she)計(ji)高(gao)校與產業(ye)界(jie)、科研部(bu)門(men)、就業(ye)市場緊(jin)密聯通(tong)的(de)(de)(de)(de)(de)開(kai)放式(shi)培養空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)。在科學(xue)研究方(fang)(fang)面，打造跨(kua)地區、跨(kua)學(xue)科、跨(kua)組織(zhi)的(de)(de)(de)(de)(de)自由(you)學(xue)術空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)。在社會(hui)服務(wu)方(fang)(fang)面，設(she)(she)計(ji)產學(xue)研用一體化的(de)(de)(de)(de)(de)創新(xin)(xin)(xin)(xin)孵化空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)等(deng)(deng)(deng)(deng)。三是創新(xin)(xin)(xin)(xin)數智融(rong)(rong)匯空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)。人工(gong)智能已成為(wei)(wei)融(rong)(rong)合空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)中最具創新(xin)(xin)(xin)(xin)活力的(de)(de)(de)(de)(de)要(yao)素，要(yao)積極探索“人工(gong)智能+”的(de)(de)(de)(de)(de)各(ge)種(zhong)應(ying)(ying)用可(ke)能性，創造全新(xin)(xin)(xin)(xin)的(de)(de)(de)(de)(de)應(ying)(ying)用服務(wu)場景空(kong)(kong)(kong)(kong)(kong)(kong)(kong)間(jian)(jian)(jian)。
(三)營造“再現(xian)空間”：升級高等教育(yu)空間的意義(yi)系(xi)統(tong)
“再(zai)現(xian)空(kong)(kong)間(jian)(jian)”作為(wei)生成社(she)會空(kong)(kong)間(jian)(jian)的第三(san)重空(kong)(kong)間(jian)(jian)，通(tong)過(guo)符號、意(yi)象和(he)體(ti)驗塑造人們的生活世界。在(zai)高(gao)等教(jiao)(jiao)育(yu)(yu)(yu)融合空(kong)(kong)間(jian)(jian)的構建中，營造“再(zai)現(xian)空(kong)(kong)間(jian)(jian)”實質上是(shi)在(zai)教(jiao)(jiao)育(yu)(yu)(yu)數(shu)字(zi)(zi)(zi)化(hua)時代重構高(gao)等教(jiao)(jiao)育(yu)(yu)(yu)的意(yi)義(yi)和(he)價值體(ti)系。具體(ti)而(er)言(yan)：一(yi)(yi)是(shi)理念(nian)升級。要(yao)依(yi)靠高(gao)等教(jiao)(jiao)育(yu)(yu)(yu)數(shu)字(zi)(zi)(zi)化(hua)轉型的力量，探(tan)索(suo)高(gao)等教(jiao)(jiao)育(yu)(yu)(yu)的新(xin)(xin)理念(nian)，挖掘聯(lian)通(tong)主義(yi)、學(xue)習者為(wei)中心、科教(jiao)(jiao)融合、產教(jiao)(jiao)融匯等傳統理念(nian)的新(xin)(xin)價值，并(bing)將其(qi)融入教(jiao)(jiao)育(yu)(yu)(yu)實踐中。二是(shi)功能(neng)更新(xin)(xin)。要(yao)借助(zhu)高(gao)等教(jiao)(jiao)育(yu)(yu)(yu)數(shu)字(zi)(zi)(zi)化(hua)轉型實踐，探(tan)索(suo)人才(cai)培養、科學(xue)研究、社(she)會服務三(san)大職(zhi)能(neng)的創新(xin)(xin)模式和(he)樣態，進一(yi)(yi)步豐富三(san)大職(zhi)能(neng)的內涵(han)。三(san)是(shi)文(wen)化(hua)培育(yu)(yu)(yu)。要(yao)探(tan)索(suo)建設數(shu)字(zi)(zi)(zi)空(kong)(kong)間(jian)(jian)的文(wen)化(hua)基礎(chu)，增強(qiang)數(shu)字(zi)(zi)(zi)公民的空(kong)(kong)間(jian)(jian)歸屬感，同時加強(qiang)數(shu)字(zi)(zi)(zi)倫理建設，平衡技術與人文(wen)的關系。
(四)融合空間的生產與(yu)再生產：加強人機融合治理
通過(guo)重構(gou)“空(kong)間(jian)(jian)實踐”、創新(xin)(xin)“空(kong)間(jian)(jian)再現”、營造(zao)“再現空(kong)間(jian)(jian)”，高等(deng)(deng)教育(yu)融(rong)合(he)(he)(he)空(kong)間(jian)(jian)得(de)以(yi)生(sheng)(sheng)成。融(rong)合(he)(he)(he)空(kong)間(jian)(jian)生(sheng)(sheng)產(chan)出新(xin)(xin)的(de)社(she)會(hui)(hui)關系(xi)，主(zhu)要表現為人(教師(shi)(shi)、學(xue)生(sheng)(sheng))與機(ji)器(智(zhi)(zhi)(zhi)能(neng)(neng)體)的(de)融(rong)合(he)(he)(he)。在(zai)新(xin)(xin)的(de)社(she)會(hui)(hui)關系(xi)中，教師(shi)(shi)、學(xue)生(sheng)(sheng)和智(zhi)(zhi)(zhi)能(neng)(neng)體之(zhi)間(jian)(jian)的(de)角(jiao)色更加具有流(liu)動(dong)性，三方(fang)共同參(can)(can)與知識創造(zao)和價值生(sheng)(sheng)產(chan)。這種動(dong)態變化(hua)(hua)的(de)關系(xi)促使所(suo)有參(can)(can)與者持續(xu)學(xue)習和進(jin)化(hua)(hua)。融(rong)合(he)(he)(he)空(kong)間(jian)(jian)中的(de)新(xin)(xin)的(de)社(she)會(hui)(hui)關系(xi)會(hui)(hui)進(jin)一(yi)(yi)步再生(sheng)(sheng)產(chan)出新(xin)(xin)的(de)高等(deng)(deng)教育(yu)社(she)會(hui)(hui)空(kong)間(jian)(jian)，高等(deng)(deng)教育(yu)不(bu)斷向前(qian)發(fa)展。為促進(jin)生(sheng)(sheng)產(chan)與再生(sheng)(sheng)產(chan)的(de)健(jian)(jian)康(kang)發(fa)展，融(rong)合(he)(he)(he)空(kong)間(jian)(jian)下必須規范人機(ji)融(rong)合(he)(he)(he)的(de)新(xin)(xin)型(xing)社(she)會(hui)(hui)關系(xi)，加強人機(ji)融(rong)合(he)(he)(he)治(zhi)理(li)。一(yi)(yi)是(shi)(shi)(shi)要實現多元主(zhu)體共治(zhi)，特別是(shi)(shi)(shi)發(fa)揮人工智(zhi)(zhi)(zhi)能(neng)(neng)在(zai)決(jue)策過(guo)程中的(de)作用(yong)。二(er)是(shi)(shi)(shi)要加強動(dong)態權責分配(pei)，根據場景和任(ren)務，靈活調(diao)整人機(ji)權責。三是(shi)(shi)(shi)要構(gou)建人機(ji)倫理(li)框架(jia)，避免師(shi)(shi)生(sheng)(sheng)關系(xi)異化(hua)(hua)，確(que)保技術應用(yong)不(bu)侵犯人類的(de)權益(yi)和價值觀。四是(shi)(shi)(shi)要建設(she)數據治(zhi)理(li)機(ji)制，保護隱(yin)私的(de)同時(shi)促進(jin)數據價值的(de)挖掘。五是(shi)(shi)(shi)要持續(xu)評估與優(you)化(hua)(hua)，構(gou)建評估體系(xi)，形成“評估-反饋-優(you)化(hua)(hua)”的(de)治(zhi)理(li)閉環。只有人機(ji)融(rong)合(he)(he)(he)社(she)會(hui)(hui)關系(xi)的(de)健(jian)(jian)康(kang)發(fa)展，高等(deng)(deng)教育(yu)融(rong)合(he)(he)(he)空(kong)間(jian)(jian)才能(neng)(neng)持續(xu)健(jian)(jian)康(kang)進(jin)化(hua)(hua)，高等(deng)(deng)教育(yu)也才能(neng)(neng)高質量發(fa)展。
【周(zhou)洪(hong)宇(yu)，華中(zhong)(zhong)師范大(da)(da)學(xue)(xue)教(jiao)育(yu)(yu)學(xue)(xue)院(yuan)教(jiao)授，國(guo)家(jia)(jia)教(jiao)育(yu)(yu)治(zhi)理(li)研究院(yuan)院(yuan)長;李東海，國(guo)家(jia)(jia)開放大(da)(da)學(xue)(xue)數(shu)字化學(xue)(xue)習技術集成與應用教(jiao)育(yu)(yu)部(bu)工程(cheng)研究中(zhong)(zhong)心助(zhu)理(li)研究員，華中(zhong)(zhong)師范大(da)(da)學(xue)(xue)教(jiao)育(yu)(yu)學(xue)(xue)院(yuan)博士(shi)研究生;郭(guo)偉，甘肅省聯合國(guo)教(jiao)科文組織協會黨支部(bu)書記】
原(yuan)文刊載于《中(zhong)國高教研究》2024年第10期
