随着信息技术的发展，微博、微信等新媒体类社交软件逐渐占领了人们的生活，在这个“人人都有麦克风”的时代，舆情场域风起云涌，不同舆情事件冲击着人们的固有认知，激发了公众对于社会问题的广泛参与。而在这其中，教育领域的舆情事件愈发吸引眼球，影响着教育管理运行的轨迹与教育改革的步伐。对于各级各类教育行政部门及机构来说，教育舆情在教育管理中的地位日渐突出。而在理论领域，舆情的研判和应对一直都是舆情研究领域的热点，而了解和探析当下教育网络舆情的形成和传播特征是对教育舆情进行研判和预测的基础和前提条件。 因此，本文通过提取2017年以来舆情场域中出现的985起教育网络舆情事件，利用内容分析法进行类目编码，采用量化研究的方法，探究了当前出现的教育舆情在时间分布、主要媒体载体及引发舆情的事件三个维度上所呈现的特征，以及教育舆情传播过程中事件性质、主题以及学段对舆情传播效果的影响。与此同时，本文采用案例分析的方法，探究了标题对教育舆情传播的影响以及教育舆情传播的路径特点。 结果发现，教育网络舆情的形成具有以下特征：当前所形成的教育舆情在时间分布上具有周期性；在主要媒体载体上以媒体中的报纸及媒体网站为主，头条新闻、人民网、梨视频、人民日报及澎湃新闻是报道教育舆情最多的媒体账号；在引发教育舆情的事件方面，在地区分布上，浙江、河南及北京三省市教育舆情事件爆发最多，以地区为单位东部地区的教育舆情数量远高于中部及西部地区；在事件性质分布上正面事件数量高于负面事件；在学段分布上偏重初等教育、中等教育及高等教育领域，不同学段舆情多发时节、主要舆情主题及性质在统计学上具有显著差异；在主题分布上具有不均衡性，教育管理、师德师风及学生表现类舆情占比最高，不同主题的高发时间及性质具有显著差异。 教育网络舆情的传播具有以下特征：在教育舆情传播的动力因素方面，教育舆情的传播既受事件性质、学段及主题等自身因素的影响，也受舆情表述语言等外在传播因素的影响。不同性质的舆情事件所获得的最高排名及 “在榜时间”具有显著差异，负面事件能获得更高的排名和更长的“在榜时间”；不同学段的舆情事件在最高排名及平均热度上具有显著差异，学前教育领域的舆情排名显著高于其它学段；不同主题的舆情事件在“在榜时间”上具有显著差异，安全事故类舆情事件的“在榜时间”显著高于其它类教育事件。而在教育舆情的传播路径特征方面，微博在教育舆情传播过程的路径中发挥着主干的作用；当前教育舆情事件的传播媒介广泛，平台多样；傍晚时间对事件做出回应能够得到良好的回应效果；从总体看，教育舆情传播具有连续性和纵深性。

With the development of information technology, new media social software such as Weibo and WeChat gradually occupied people's lives. In this era of "everyone has a microphone", public opinion field is surging. Different public opinion events have impacted people's inherent cognition and motivated the public to participate extensively in social issues. Among them, public opinion events in the field of education have become more and more attractive, affecting the track of educational management and the pace of educational reform. For various educational administrative departments and institutions, the position of educational public opinion in educational management is increasingly prominent. In the theoretical field, public opinion's analysis and response has always been a hot topic of public opinion research, and understanding and analyzing the formation and communication characteristics of current education network public opinion is the basis and prerequisite for the study and prediction of education public opinion. Therefore, this paper extracts 985 educational public opinion events from the field of public opinion since 2017, carries out category coding with the help of content analysis method, and then adopts the quantitative research method to explore the characteristics of current educational public opinion in terms of time, region, nature, learning period, subject distribution and main media communication accounts, and in the process of education public opinion transmission, the nature of the event, theme and period influence on public opinion communication effect. At the same time, this paper uses the case analysis method to explore the impact of title on the dissemination of public opinion in education and the path characteristics of educational public opinion. The results show that the formation of educational public opinion has the following characteristics: the current formed educational public opinion events are periodic in time distribution; In terms of the distribution of the segments, it focuses on the fields of primary education, secondary education and higher education. There are statistically significant differences in the occurrence season, main themes and nature of public opinions in different segments. In terms of regional distribution, Zhejiang, Henan and Beijing have the most educational public opinion events. The number of educational public opinions in the eastern region is much higher than that in the central and western regions. The distribution of topics is uneven, with the highest proportion of education management, teacher ethics and student performance public opinions. The time and nature of different topics are significantly different. The number of positive events was higher than that of negative events. In the main reporting media, newspapers and media websites are the main ones. Headline News, People's Daily net, Pear video, People's Daily and thepaper.cn are the media accounts that report the most public opinions in education. The dissemination of public opinions in education has the following characteristics: in terms of the dynamic factors of the dissemination of public opinions in education, the dissemination of public opinions in education is not only influenced by the nature of events, learning segments and themes, but also by external communication factors such as the expression language of public opinions. There are significant differences in the highest rankings and “the time on the list” for different types of public opinion events. Negative events can achieve higher rankings and longer time on the list; There were significant differences in the highest ranking and average popularity of public opinion events in different sections of education, and the ranking of public opinion in the field of preschool education was significantly higher than that in other sections. There is a significant difference in the time of public opinion events of different themes on the list, and the time of public opinion events of safety accidents on the list is significantly higher than that of other education events. In terms of the propagation path, Weibo plays a role as the backbone in the propagation process of public opinion in education; Currently, the media for public opinion events in education are extensive and the platforms are diverse. Responding to the incident in the evening time may get better response effect; On the whole, the communication of public opinion in education has continuity and depth.