近年来，我国不断推进“互联网+教育”工作，教育部出台了多份纲领性政策文件，做出一系列部署和要求，各个地方也陆续出台了相关响应政策。政策层面的关注对于推进“互联网+教育”发展具有关键的引领作用，因此本研究拟对国家级和省级“互联网+教育”相关政策中的关注重点进行分析和比较，为实践发展和政策完善提供参考。
本研究以陈丽教授提出“六个新”（新空间、新要素、新模式、新理念、新业态、新制度）为分析框架，聚焦以下三个问题：1. 国家级“互联网+教育”政策在“六个新”各维度的关注度如何，关注重点是什么？2. 省级“互联网+教育”政策在“六个新”各维度的关注度和认识有何异同？3.国家级和省级“互联网+教育”政策之间的一致性如何？是否存在差异？
基于前期“互联网+教育”的本体库研究成果，本研究首先构建“互联网+教育”关键词库，并进行五轮专家评估和一致性检验，将关键词划分到“六个新”中，建立关键词分析框架。然后，基于关键词频次，构建了关注度、丰富度、一致性等指标，用于表征政策文本的关注重点与异同情况。其中，关注度指标表征政策文本对某个“新”维度的重视程度，丰富度指标表征各个省级政策在某个“新”维度的表述多样性，一致性指标表征国家级政策和省级政策之间的一致程度。最后，通过回溯关键词和政策文本，对指标计算结果进行解读与分析。
研究发现，国家级政策和省级政策导向具有较强共性。在“六个新”中，国家级和省级政策对新空间、新模式的关注度均高于新要素、新制度，对新业态、新理念关注度最低。具体体现为以下6点：1.在新空间方面，相关政策对网络空间应用和管理关注度较高，但对认知工具建设关注不足。2.在新模式方面，相关政策普遍关注教学模式、教师发展模式和教育治理模式，对教学供给模式关注度较低。3.在新要素方面，数字资源要素关注度高于数据要素，这可能与我国数字资源发展起步早于数据要素有关。并且，与两类要素相关的机制都受到关注，例如数字资源共建共享机制、数据汇聚管理机制。4.在新制度方面，相关政策在监管评价制度、组织机制、经费投入制度、试点示范制度方面关注较高且较为全面，在人才保障制度、知识产权保护制度方面关注度较低且有待完善。5.在新业态方面，相关政策对线上校外培训行业发展做出指导，但对资源服务和平台运营服务业态关注不足。6.在新理念方面，联通观念已经成为政策文本中的潜在共识，但新知识观尚未得到政策关注。
各省级政策导向存在一定差异，主要有以下3点主要结论：1.上海、天津、北京等地在多个“新”维度上都有较为丰富的表述，在政策部署方面进入系统推进创新发展阶段；2.浙江、甘肃、宁夏等地在某个“新”维度有较为丰富的表述，与地方发展的实际需求有关，在政策部署方面处于部分领域重点突破阶段；3.湖南、重庆、山西等地与国家级政策的一致性较低，且各维度下表述丰富度不突出，可能存在政策部署较为滞后的问题。
本研究的创新之处在于，首次构建了基于“六个新”的“互联网+教育”政策关键词库，揭示了国家级政策和省级政策导向的共性特征，比较了省级政策导向的异同，为后续研究和实践发展提供参考。

In recent years, the “Internet + education” has attracted wide attention from the government and society. In our country, the Ministry of education has issued many policy documents to promote the “Internet + education”, and then many provinces announced their policies about the “Internet + education”. Policy emphasis will be a strong driving force for the “Internet + education”. Therefore, this study intends to analyze and compare the similarities and differences between national policies and provincial policies, and provide reference for practice development and policy improvement.
Basing on the "six new" theory (new space, new models, new elements, new systems, new notions, and new business forms) proposed by Professor Chen Li, this study focused on the following three questions: 1. What are the orientations of the national “Internet + education” policy in the six dimensions? 2. What are the similarities and differences of policy orientations between different provincial policies? 3. In what degree do those provincial policies keep consistent with national policies?
The study found that national policies and provincial policies have similar orientations, and pay the highest attention to new space and new models, followed by new systems and new elements, and finally new notions and new business forms. 1. In terms of new space, the policies pay more attention to the construction and management of new space, while less attention to cognitive tools. 2. In terms of new models, the policies show concern on the teaching model, teacher development model and educational governance model. 3. In terms of new elements, digital resource elements get more attention than data elements, which may be related to the fact that the development of digital resources in China started earlier than the data elements. In addition, the mechanisms related to the two types of elements is emphasized. 4. In terms of new systems, the policies are concerned and comprehensive on regulatory and evaluation systems, organizational mechanisms, funding systems and pilot demonstration systems, while talent guarantee systems and intellectual property protection systems are less concerned and yet to be improved. 5. In terms of new business forms, the policies provide guidance on the development of the online out-of-school training industry, but do not pay enough attention to the resource service and platform operation service. 6. In terms of new notions, the concept of connectivity has fully permeated the policy text, while the new view of knowledge has not yet received policy attention.
There are some differences in policy orientation on the provincial level, with the following three main conclusions: 1. Shanghai, Tianjin and Beijing have rich expressions in several dimensions, which means that they may have entered the phase of systematically promoting innovation and development at the policy level. 2. Zhejiang, Gansu and Ningxia have rich expressions in certain dimensions, which means that they mainly focus on key breakthroughs in certain areas. 3.Policies of Hunan, Chongqing and Shanxi are less consistent with national policies and do not emphasize any dimensions, which indicates that these policies may lag behind other provinces’.
This study has three innovations, as follows. Firstly, a keyword database of the “Internet + education” policies based on the “six new” dimensions is constructed. Secondly, it reveals the common features of national and provincial policy orientations. Thirdly, it compares the differences of provincial policy orientations, which may pave the way for further research.