【作 者】：
陈 丽， 徐亚倩
【关 键 词 】：
互联网+教育； 理论； 创新； 学术命题； 教育研究； 规律； 教育变革
【栏 目】：
理论探讨
【中文摘要】：
以互联网为核心的新一代信息技术创设了人类生产生活的第三类空间——信息空间。新空间的出现对原有教育的业务流程、劳动分工和组织体系产生冲击，亦对教育规律的再认识和教育理论的发展提出了新要求。文章紧扣问题导向和时代导向，针对互联网推动教育变革过程中展露的现象或问题，从“互联网+教育”理论创新的角度，提出了未来应重点关注的十大学术新命题，分别为新知识的生产和传播规律、联通主义学习的机理、教学新结构与新模式、教与学的复杂规律、工业化教学的组织和管理机制、未来学校的发展方向、教育供给侧改革的原理与方案、在线教育产业的定位和作用、教育研究的逻辑框架与研究范式、教育治理的理念与制度体系。“互联网+教育”理论创新可帮助教育工作者从根本上解决盲目性、偏狭和局限性误区，是明晰互联网推动教育变革的规律及实践方向的基础和前提。作者希望研究提出的十大学术命题能够为未来教育研究提供思考支点，从理论创新层面推动“互联网+教育”历史进程。
【英文摘要】：
The new generation of information technology with the Internet as its core has created a third type of space for human production and life - the information space. The emergence of this new space has an impact on the original business process, division of labor and organizational system of education, and also puts forward new requirements for the re-understanding of the laws of education and the development of educational theories. Based on the problem-oriented and contemporary orientation, this paper proposes ten new academic propositions that should be focused on in the future from the perspective of the theoretical innovation of "Internet + education", in response to the phenomena or problems exposed in the process of Internet-driven educational transformation. These are laws of production and dissemination of new knowledge , the learning mechanism of connectivism, the new structure and model of teaching and learning, the complex laws of teaching and learning , the organization and management mechanisms of industrialized teaching and learning, the development direction of future schools, the principles and solutions of supply-side reform in education, the positioning and role of the online education industry, the logical framework and research paradigm of educational research, and the concept and institutional system of educational governance. The theoretical innovation of "Internet +education" can help educators to fundamentally solve the blindness, parochialism and limitations, and is the basis and premise for clarifying the laws and practical directions of educational reform driven by Internet. It is hoped that the ten academic propositions proposed in this study can provide a reference for future educational research and promote the historical process of "Internet + education" from the perspective of theoretical innovation.