教育序位是指对受教育个体的空间性（同时意味着时间性）进行界定，由序位界定的日常教育实践在社会时空特性上表现出某些结构性特征，故而教育序位实质上是中国古代空间实践中孕育的一种特殊的社会时空结构。本文从这一视角对宋代太学“分斋教学”进行诠释，从而澄清其历史真相。伴随唐宋变革，宋代太学经历了影响深远的空间重构，并通过“分斋”建构了一种新型教育序位体制，由此形塑了“斋院”这一独特的建筑空间形态与日常教育生活。“分斋序位体制”表现出密藏与敞显两种矛盾的空间性，根源于宋代太学养士选士一体化的内在矛盾。不同改革派别针对这一矛盾采取了不同的空间策略。由于这一矛盾始终没有得到有效解决，一方面直接导致了太学教育的腐化堕落，另一反面则间接加剧了官学与书院的分化与对立。

The order of positions in education refers to the definition of the spatiality (which means timeliness at the same time) of the educated individuals. The daily educational practice defined by the order shows some structural characteristics in the characteristics of social space-time. Therefore, the educational order of positions is in fact a special social space-time structure bred in the spatial practice of ancient China. From this point of view, the author interprets the "fen zhai teaching method" of the Imperial College in the song dynasty and clarifies its historical truth. With the change of the tang and song dynasties, the Imperial College in the song dynasty underwent a far-reaching spatial reconstruction and constructed a new educational order system through "fenzhai", thus shaping the unique architectural spatial form and daily educational life of "zhai yard". The system shows the spatial nature of the two contradictions, which is rooted in the internal contradiction of the integration of learning and selecting the scholar in the song dynasty. Different reform factions have adopted different spatial strategies in response to this contradiction. Since this contradiction has not been effectively solved, on the one hand it directly leads to the corruption of the imperial college education, on the other hand it indirectly intensifies the differentiation and opposition between the official school and the academy.