【作 者】：
陈 莉
【关 键 词 】：
哈佛大学； 教学改革； 学习空间创新； 组织化推动； 协同创新
【栏 目】：
历史与国际比较
【中文摘要】：
在数字技术加速迭代的背景下，我国世界一流大学建设需要学习、借鉴世界最前沿的学习空间建设经验以实现跨越式发展。为此，文章通过实地调研和个案研究，描述和分析哈佛大学组织化推进学习空间创新的经验，探讨高校学习空间迭代创新机制。哈佛大学学习空间系统化、组织化创新的经验主要有：组建校级专门机构领导全校的教学与空间协同创新，推动创新、共享、协同的价值规范在全校范围内形成，并将学习空间创新纳入大学发展规划；建立基层广泛参与的教学与空间协同创新联盟，以教学学术研究为基础、专业人员的人际互动为主要方式，通过结构高度扁平化的民主治理推动全校学习空间的整体创新；校、院共建先进技术富集的教学实验室以开展前沿探索；各专业学院打造个性化的学院空间，专业化地实现教学改革与空间创新的深度融合。哈佛大学的经验表明，要实现学习空间的迭代创新，需要形成特定的价值规范，以持续影响师生参与学习创新的观念与行动，并建构支持空间持续变革的组织结构和制度规范。
【英文摘要】：
Under the background of accelerated iteration of digital technology, the construction of China's world-class universities needs to learn from the world's most cutting-edge learning space construction experience in order to achieve leapfrog development. Therefore, through field research and case study, this paper described and analyzed the experience of Harvard University's organized promotion of learning space innovation, and further explored the iterative innovation mechanism of learning space in universities. Harvard University's experience in systematic and organized innovation of learning space mainly includes: setting up a university-level specialised institution to lead the university-wide collaborative innovation of teaching and learning space to promote the formation of value norms of innovation, sharing, and collaboration within the university, and incorporating the innovation of learning space into the university development plan; establishing a collaborative innovation alliance of teaching reform and learning space with grassroots participation, with pedagogical academic research and interpersonal interactions among professionals as the basis to promote the overall innovation of the university's learning space with a highly flat and democratic governance structure; the university and colleges jointly build teaching laboratories enriched with advanced technologies to carry out cutting-edge explorations; and the colleges of various professions create personalized learning spaces to achieve a deep integration of teaching reform and learning space innovation. The experience of Harvard University shows that in order to achieve iterative innovation of learning space, it is necessary to form specific value norms to continuously influence the ideas and actions of teachers and students to participate in learning innovation, and to construct organizational structures and institutional norms to support continuous change of space.