【作 者】：
谢 浩， 郑勤华， 殷丙山
【关 键 词 】：
互联网+教育； 治理理论； 回归论知识观； 多元共治模式； 自治
【栏 目】：
网络教育
【中文摘要】：
《中国教育现代化2035》强调多元协同共治是教育治理体系现代化的重要模式。互联网时代的发展促进教育的重大变革，同时也推动了教育治理体系的革新。文章结合回归论知识观和公共治理理论，分析了“互联网+教育”中知识主体多元化与治理主体多元化之间的天然联系、差异与协调方式。研究发现，知识生产主体多元化和知识传播主体多元化，为教育治理主体多元化提供了天然的基础，同时也加剧了教育治理对象的进一步复杂化。针对以上研究发现，文章提出了构建“互联网+教育”多元共治模式的建议：首先需要坚持政府在教育治理中的主导地位，并借由大数据保证多元主体的全面在场；其次以知识主体多元化带来的治理体系扁平化应对治理对象的复杂性；再次通过加强行业社会组织建设提升各类主体参与共治的积极性；最后知识主体的多元性为自治能力的提升带来基础性的保障。
【英文摘要】：
Educational Modernization in China 2035 emphasizes that a multiple co-governance is an important model for the modernization of education governance system. The development in the Internet era promotes great reforms of education, and also promotes the reform of the education governance system. Combined with the regressive view of knowledge and theory of public governance, this paper analyzes the natural connection, differences and coordination between the pluralism of knowledge subjects and governance subjects in "Internet + education". It is found that the pluralism of knowledge production subjects and knowledge dissemination subjects provides a natural foundation for the pluralism of education governance subjects, and at the same time further complicate the objects of education governance. In response to the above findings, this paper puts forward the following suggestions to build a pluralistic co-governance model of "Internet + education". First of all, it is necessary to uphold the dominant position of the government in education governance and guarantee the full presence of multiple subjects by big data. Secondly, the governance system brought by the pluralism of knowledge subjects should be flat to deal with the complexity of governance objects. Thirdly, by strengthening the construction of social organizations in the industry, the enthusiasm of various subjects to participate in co-governance is promoted. Finally, the pluralism of knowledge subjects provides a basic guarantee for the improvement of self-governance capacity.