教育信息基础设施建设的中国模式:政策演进、逻辑解析与发展前瞻  

The Chinese Model of ICT Infrastructure in Education:Policy Evolution,Logic Analysis and Development Prospect

作　　者：刘洋溪 任钰欣 Liu Yangxi;Ren Yuxin

机构地区：[1]华东师范大学,上海200062 [2]华中科技大学,湖北武汉430074

出　　处：《国家教育行政学院学报》2025年第1期31-42,共12页Journal of National Academy of Education Administration

基　　金：国家社会科学基金“十四五”规划2021年度教育学重点项目“线上线下教育融合的难点与突破路径研究”(ACA210016)。

摘　　要：自1994年“金智”工程实施以来,中国政府主动顺应新一代信息通信技术与教育融合创新的发展趋势,开启了为期三十年的教育信息基础设施建设高速增长期,形成了兼具共时结构性、历时延续性的政策体系和卓有成效的中国模式。为探究中国教育信息基础设施建设的政策变迁规律和作用机理,基于政策组合理论,对“金智”工程实施至今中央层面关于教育信息基础设施建设的政策文件进行全景式分析。研究发现:中国教育信息基础设施建设政策形成了技术、环境与组织三个领域结合的共时态组合结构以及推广普及、拓展深化与融合创新三个阶段衔接的历时态演进轨迹;在深层结构方面形成了政府主导与多元主体协同的政策主体结构和主要与次要变更、程序与实质并重的政策工具结构;在动力机制方面形成了多源流政策之窗的启动力和融合创新价值导向的驱动力;在发展逻辑方面形成了渐进式边际改革的演进逻辑和正循环路径依赖的强化逻辑。立足新发展阶段,应进一步调整中国教育信息基础设施建设政策的工具结构,强化主体结构,超越路径依赖,为全球教育数字化变革提供更多中国智慧和中国方案。Since the“Jinzhi”project in 1994,the Chinese government has proactively aligned with thetrend of the integration and innovation of new-generation information and communication technologieswitheducation.This alignment has initiated a 30-year period of rapid growth in the ICT infrastructure ineducation,forming a policy system with synchronic structure and diachronic continuity and culminating inthe establishment of an effective Chinese model.Based on the policy mix theory,this paper makesapanoramic analysis of the policy documents on the ICT infrastructure in education issued by the centralgovernment since the“Jinzhi”project,with the purpose of exploring the policy changes and mechanism ofChina’s ICT infrastructure in education.The research finds that China’s policy on the ICT infrastructure ineducation has developed a synchronic structure that integrates technology,environment,and organization,aswell as a diachronic continuity connecting three stages including popularization and promotion,expansionand deepening,integration and innovation.In terms of structure,it has established the structure of policyactors,which is led by the government and coordinated with multiple stakeholders,and the structure ofpolicy tools in which primary and secondary relationships change and in which procedure and substance areboth important.Regarding the driving mechanism,it has created a variety of sources of motivation and thedriving force brought by the trend of integration and innovation.In terms of development logic,it hasestablished an evolutionary path of gradual marginal reforms and a reinforcement logic with positive loop.Based on the new development stage,we should further adjust the policy tool structure of China’s ICT infrastructure in education,improve the structure of multi-subject,and break away from path dependence,soas to provide more Chinese experience for the construction of global ICT infrastructure in education.

关 键 词：教育信息化 基础设施建设 数字教育 政策组合 

分 类 号：G434[文化科学—教育学]