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Abstract This study takes undergraduates of a “double first-class” construction university participating in online teaching as the research object， applies the research method of classroom ethnography， and presents virtual learning scenarios in different teaching forms from the perspective of students. From the two dimensions of time and space， the study analyzes that the virtual space attached to the online teaching has broken through the inorganic constraints of highly homogenized physical space and given individuals the possibility of controlling their own time. It has largely bridged the gap between planned time and subjective time， allowing teaching and learning to be reconstructed across time and space. While online teaching is constantly reconstructing the teaching space， if it fails to take into account avoiding “disembedding” at the individual level， it may lead to the virtualization of the teaching space， which will transform the bilateral activities of teaching and learning into the unilateral emphasis on the individual study of students themselves. In the future， new technologies need to be used to empower space construction to solve this problem. “Education-technology” as an organizational method and existence structure of teaching practice should return to a value based on highlighting the attributes of “man”.
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Received: 17 July 2024
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2024, Vol. 63 
