跨界、互融与共生：基于双导师制的美育“第三空间”建构

Boundary Crossing, Reciprocal Integration, Coexistent Symbiosis: The “Third Space” of Aesthetic Education Based on the Dual-Mentor System

摘要: 本文基于第三空间理论，将美育双导师协同育人视为一种关系性存在，并从“跨界–互融–共生”的三元辩证角度提出了身份重构、话语协商与知识创生的双导师协同育人机制。进一步地，可以立足第三空间视域构建一个动态、递进的美育双导师协同育人运行机制：双导师立足跨界实践进行具身体验与身份重构，激活混合角色的交互特征以促进话语协商，继而经由互融汇聚的符号空间增进知识创生，指向于通过数智场域的虚实融合将个体经验升华为兼具个性与共性的共享智库，为高师美育双导师协同育人的持续改进提供理论参照与实践路径。

Abstract: Rooted in the theoretical framework of the Third Space, the present study treats the dual-mentor cooperative education paradigm within aesthetic cultivation as a relational existence. From the three-fold dialectical viewpoint of “boundary crossing - reciprocal integration - coexistent symbiosis”, this work puts forward a dual-mentor collaborative education mechanism encompassing identity reconstitution, discursive deliberation, and knowledge generation. Delving into deeper levels, adopting the Third Space analytical lens, this article frames a dynamic and stepwise operational framework for the dual-mentor collaborative education mode in aesthetic education: via cross-boundary practical activities, the two cohorts of mentors participate in embodied practice and identity reconstitution, activating the interactive attributes of hybridized roles to facilitate discursive deliberation, and accordingly boosting knowledge generation through the symbolic space constructed by reciprocal integration; This approach targets the elevation of individual experiences to a collective wisdom repository that manifests both particularity and generality—that is, through the combination of virtual and tangible dimensions within the digital intelligence domain—thereby supplying theoretical references and practical routes for the sustained optimization of the dual-mentor cooperative education paradigm in teacher training establishments.