Abstract:

Lefebvre’s theory of spatial production, grounded in the triadic dialectical spatial configuration, constructs a spatial system for teachers’ knowledge production and fosters their creative capacity. In the era of digital intelligence, the expansion of virtual teaching spaces complicates knowledge transformation within teaching spaces. Traditional knowledge spaces suffer from a lack of experiential spaces for teachers, giving rise to a spatial transformation dilemma under a binary spatial pattern, in which knowledge is transmitted linearly from physical spaces to knowledge spaces. This spatial pattern no longer meets contemporary teaching demands. Teachers’ firsthand social experience can reorganize teaching order and reconstruct relational spaces in teaching, thereby generating experiential spaces that serve as intermediaries for knowledge transformation. This process establishes a triadic dialectical spatial structure and opens up the transformation pathway of knowledge from symbolic knowledge spaces to physical spaces. These experiential spaces help establish a triadic dialectical spatial configuration and open up a transformation pathway for knowledge from symbolic knowledge spaces to physical spaces. In practice, governments and schools should collaborate with diverse social organizations to organize curriculum development teams for teachers, establish indigenous curriculum theoretical systems, build mechanisms for off-campus practical participation, and improve teachers’ literacy in virtual technologies, so as to advance the optimization and innovation of teachers’ teaching knowledge spaces, physical spaces and relational spaces.

Key words: spatial production, knowledge transmission space, relational space, experiential space, tacit knowledge