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在分析战后区域发展思想从“增长极”到“创造场”转变的基础上,提出了“学习场”的概念,认为“学习场”以“学习”为核心,以“场域”为基石,以“惯习”为中介,并以新经济地理学的三个重要方向:尺度地理学、关系经济地理学和演化经济地理学为理论基础,以Storper的“技术—组织—地域”三位一体思想为核心,整合“行动者网络”和“创造场”两种概念工具,旨在调和创新地理研究中地理接近、关系(组织)接近和制度接近之间的争论,从而为分析发展中国家乃至发达国家的空间化学习创新提供一个基本范式。
Based on the analysis of the postwar development of regional development from the “growth pole” to the “creation field” transition, the concept of “learning field” is put forward. It is believed that “learning field As the core, taking ”field “ as the cornerstone and ”habitus “ as the intermediary, and taking the three important directions of new economic geography as the theory of scale geography, relational economic geography and evolutionary economic geography Based on Storper’s Trinity Thought of ”Technology-Organization-Geography“, the concept of ”Network of Actuators“ and ”Field Creation" is integrated with the aim of reconciling the geographical proximity and relationship (Organization) approach and institutional proximity, thus providing a basic paradigm for analyzing the innovation of spatial learning in developing countries and even developed countries.