中国电化教育

高等教育数字化转型是推动高等教育创新变革的重要途径，也是实现高等教育高质量发展的必然选择。社会空间理论旨在以深邃的历史之思和深切的现实之问，呈现一个被时间之维遮蔽的空间向度，为理解和推进高等教育数字化转型提供了全新的视角。从空间逻辑来看，高等教育数字化转型在转型场域上分布于教学、科研和服务，在转型层级上呈现为实体支撑教育教学的物理空间、蕴含各种关系网络的精神空间、指向人的思维方式以及和谐社会建构的生活空间，在转型实践上既要通过升级基础设施功能、重构师生关系、重视数字身体体悟明晰人的主体性问题，又要通过更新基础设备、转换师生交互、构建数字社会解决数据的流动性问题，也要通过分配数字资源、优化数字关系、规范技术伦理匹配教育的公平性问题。

Digital transformation of higher education is an important way to promote innovation and reform of higher education,and also an inevitable choice to achieve high-quality development of higher education. The theory of social space aims to present a spatial dimension covered by the dimension of time with profound historical thoughts and realistic questions, and provides a new perspective for understanding and promoting the digital transformation of higher education. From the perspective of spatial logic,the digital transformation of higher education is distributed in teaching, scientific research and service in the transformation field. At the transformation level, it presents physical space providing physical support for education and teaching, spiritual space containing various relationships and networks, thinking mode pointing to people and living space constructing harmonious society. In the transformation practice, it is necessary not only to upgrade the function of infrastructure, reconstruct the relationship between teachers and students, pay attention to the digital body to understand and clarify the subjectivity of people, but also to solve the mobility problem of data by updating the basic equipment, transforming the interaction between teachers and students, and constructing the digital society. It is also necessary to allocate digital resources, optimize the digital relationship, and standardize the fairness of technology ethics matching education.