| 城市教育空间的生产与消费 |
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| 引用本文： | 马仁锋周小靖窦思敏.城市教育空间的生产与消费[J].宁波大学学报(教育科学版),2020,0(6):163-072. |
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| 作者姓名： | 马仁锋周小靖窦思敏 |
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| 作者单位： | （1. 宁波陆海国土空间利用与治理协同创新中心，浙江 宁波 315211；
2. 宁波大学 海洋教育研究中心，浙江 宁波 315211；
3. 宁波市规划设计研究院，浙江 宁波 315042；
4. 宁波大学 人文地理与城乡规划研究所，浙江 宁波 315211） |
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| 摘 要： | 摘 要:伴随门禁解除，学校空间多功能性快速发展，成长为特殊且重要的消费品。以宁波近代教会学校、现代高教园区为例，采用质性研究方法比较分析两案例空间生产与空间消费实践，诠释教育空间生产过程、为何能被消费及主要消费方式。研究发现:（1）作为现代高等教育早期雏形抑或现代大学园区，既承担人口素质提升、专业人才培养功能，又维系城市发展的人才驱动，以创新人才培养为主体的知识生产功能始终是城市教育空间的基石与主轴；（2）城市、社区、家庭参与学校管理与发展的逻辑在于:家庭期冀子女获得品牌教育资源机会形成人力资源累积途径传承或创造家族价值，城市政府将土地与货币等注入高校促成高校生产创新人才供给企业保障城市活力，催化城市群集各种风险性与创造性资本孕育新经济，继而触媒城市（企业密集区）—高校（园区）—（家庭）社区的联动，催生城市教育空间从物理空间转向社会知识空间消费。（3）城市教育空间消费方式繁杂，归根结底是受人力资本生产主导的空间塑造和空间消费，生产或消费贯穿于每个家庭的生活、生产、休闲；教育空间的生产与消费，既源于与教育有关生产要素聚集于城市特殊区位，又因教育空间的生产过程深受社会互动影响，并与城市发展阶段的经济、文化、政府/居民相互建构。
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| 关 键 词： | 关键词:学校密集地区 教育地理学 空间的生产 高校—学生社区—科技园联动 社会空间建构 |
Production and Consumption of Campus Space for Urban Education |
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| MA Ren-feng,,,ZHOU Xiao-jing,,,DOU Si-min,.Production and Consumption of Campus Space for Urban Education[J].Journal of Ningbo University(Educational Science Edition),2020,0(6):163-072. |
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| Authors: | MA Ren-feng ZHOU Xiao-jing DOU Si-min |
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| Institution: | (1. Innovation Center for Ningbo Municipal Land and Marine Spatial Utilization and Governance, Ningbo University, Ningbo 315211, China; 2. Institute of Maritime Education, Ningbo University, Ningbo 315211, China; 3. Ningbo Institute of Planning & Design, Ningbo 315042, China; 4. Institute of Human Geography and Urban-rural Planning, Ningbo University, Ningbo 315211, China) |
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| Abstract: | Abstract: With the campuses open to the public, the school space has developed into a special and important multifunctional consumer product. This research used the qualitative method to investigate the cases of past missionary schools and today’s higher education parks in Ningbo to compare and analyze the campus space production and consumption to explain the production process of education space, the main consumption methods and the motivations for consumption. The results indicated that: (1) campuses play a vital role in promoting the population quality and professionals training, and in maintaining the talent-driven urban development as a main educational function, and the cornerstone of educational space; (2) households, communities, and cities participate in school management and development since households hope its children to have access to quality educational resources as a cumulative approach to human resources to pass on or create family values while city governments inject land and money into universities to promote the supply of talents in colleges and universities to ensure the urban vitality as catalysts of various risks and creative capitals of urban marketing clusters to develop innovative economies (business forms), and then triggers the connectivity of cities (enterprise clusters), colleges (parks), and communities (households) to spawn a new type of educational space carrier and consumer goods; and (3) modern educational space consumption presents a variety of modes, as the spatial shaping process and space consumption, dominated by human capital production, runs through ordinary people’s lives, production, and leisure where factors related to education are concentrated in the special location of a city, social interaction, economy, culture, governance, and demographic status in the phases of a city’s development. |
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| Keywords: | Key words: school agglomeration educational geography space production connectivity of universities student communities and sci-tech parks social space construction |
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