Retrospect and Prospect: Thirty Years of Theoretical Research and Practical Advancement in Online Ideological and Political Education

With forty years of development in the discipline of ideological and political education, online ideological and political education has also achieved remarkable results over thirty years of evolution. Retracing the course of online ideological and political education and exploring its essence, characteristics, and laws helps us better face the future. The thirty-year history of the development of online ideological and political education is not only a history of the gradual integration of technology into ideological and political education, but also a history of online work in which the will of the Party and the state has been effectively implemented and organically carried through in cyberspace. The theoretical sublimation of historical experience is both a condition and a requirement for the bursting forth of the discipline's inherent vitality, and also a methodological requirement for achieving new successes based on a new disciplinary development force. Therefore, based on new technological conditions and the innovative needs of theory and practice, systematically summarizing and examining the valuable experience accumulated in the course of the development of online ideological and political education helps us further deepen the scholarly research and practical exploration of online ideological and political education.

随着思想政治教育学科40年的发展，网络思想政治教育也在30年的演进中取得了斐然的成绩。回溯网络思想政治教育的历程，探寻其本质、特征和规律，有助于我们更好地面向未来。30年的网络思想政治教育发展史，不仅是技术逐渐融入思想政治教育的历史，更是党和国家的意志逐渐在网络空间中有效执行、有机贯通的网络工作历史。针对历史经验进行理论升华，是学科内在生命力迸发的条件和要求，也是站在新的学科发展力量基点上再创佳绩的方法论要求。因而，立足新的技术条件以及理论与实践的创新需求，系统总结和审视网络思想政治教育发展历程所积累的宝贵经验，有助于我们进一步深化网络思想政治教育的学理性研究和实践性探索。

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Retrospect: The Evolution of Online Ideological and Political Education

回溯：网络思想政治教育的演进

The Internet, with its powerful physical infrastructure as a foundation, structures the interconnection and intercommunication of information, forming a decentralized distributed network, promoting and realizing global interconnection, and profoundly affecting people's production, life, and the structural systemic reshaping of society. As Negroponte said, "Computing is not just about computers anymore; it is about our survival." [1]1 Nicholas Negroponte, *Being Digital* (New York: Alfred A. Knopf, 1995), p. 6. The network, in the form of a "framework," [2]2 "Framework" (Gestell) is a key concept in Martin Heidegger's later philosophy, referring to the way modern technology "enframes" or sets upon the world, reducing everything to a standing-reserve for human use. has embedded itself comprehensively into human life, and online ideological and political education has also developed dynamically with technological change.

因特网以物理设备的强大基底架构了信息的互联互通，组成去中心化的分散式网络，推进并实现了全球互联，深刻影响着人们的生产生活和社会的结构性系统重塑。正如尼葛洛庞蒂所说，“计算，也不再只是与计算机有关，它还决定了我们的生存”，网络以“座架”的形式全方位嵌入人类生活，网络思想政治教育也随着技术变革而动态发展。

From the perspective of theoretical research, some scholars divide the development course of online ideological and political education into the adaptation period of network access, the paradigm shift period, and the integration and expansion period. Some scholars point out that online ideological and political education has gone through three stages: off-network attention, entering the network, and dominating the network. Other scholars have added a "conscious deepening" stage on this basis, forming a "four-stage theory." From the perspective of practical application, some scholars divide online ideological and political work into a passive adaptation stage, an active response stage, and a conscious deepening stage. Still other scholars divide online ideological and political education in higher education into several stages: preliminary exploration, position construction, gradual maturity, and in-depth development. In summary, the stage divisions from both theoretical and practical perspectives are highly consistent with the development of technology. From the rise of the Internet to the arrival of the mobile Internet era, as the integration of ideological and political education with technology deepens, online ideological and political education also presents different stage-specific characteristics, requiring clear stage division to clarify its development path.

从理论研究视角出发，有学者将网络思想政治教育的发展历程分为入网适应期、范式转换期、融合拓展期，有学者指出网络思想政治教育经历了网外关注、走进网络到主导网络三个阶段，有学者在此基础上补充了“自觉深入”阶段，形成了“四阶段说”。从实践应用视角看，有学者将网络思政工作分为被动适应阶段、主动应战阶段及自觉深入阶段。还有学者将高校网络思想政治教育分为初步探索、阵地建设、逐渐成熟、深入发展几个阶段。总之，从理论与实践视角展开的阶段划分都与技术的发展高度契合，从互联网兴起到移动互联网时代的到来，随着思想政治教育与技术的结合不断深入，网络思想政治教育也呈现出不同的阶段性特征，需要清晰地划分阶段明确其发展进路。

1. The Rise of the Internet: Infrastructure and Integration Period (1994–2002)

1. 互联网的兴起：基础架构与融合期（1994—2002 年）

Since China's full-function access to the international Internet in 1994, practical exploration of the development of online ideological and political education began. With the start of computer education using PCs as the mainstream medium, computers, as auxiliary tools, provided new channels for information dissemination. The government and universities began to passively adapt to the wave of informatization, establishing official websites primarily relying on network information hardware infrastructure construction, providing resources and information related to ideological and political education in online form, and offering online courses and learning resources. The "Opinions of the Central Committee of the Communist Party of China on Strengthening and Improving Ideological and Political Work" (1999) [3]3 A document issued by the CPC Central Committee in 1999 outlining principles for strengthening ideological and political work in the context of new social and technological developments. and the "Opinions of the Ministry of Education on Strengthening the Work of Bringing Ideological and Political Education into the Network in Higher Education Institutions" (2000) [4]4 A directive from the Ministry of Education in 2000 specifically requiring higher education institutions to establish a presence on the Internet for ideological and political education purposes. emphasized occupying the online position with correct, positive, and healthy ideological culture. Yuan Guiren, then Vice Minister of Education, also pointed out the need to solidly promote the work of bringing ideological and political education into the network in higher education institutions. Official policy guidelines provided the fundamental principles for the development of online ideological and political education.

自1994年我国全功能接入国际互联网以来，开启了网络思想政治教育发展的实践探索。随着以PC机为主流媒介的计算机教育起步，计算机作为辅助工具为信息传播提供了新渠道。政府和高校开始被动适应信息化浪潮，以网络信息硬件设施建设为主要依托建立起官方网站，以在线形式提供思想政治教育相关的资源和信息，提供在线课程和学习资源。《中共中央关于加强和改进思想政治工作的若干意见》（1999年）、《教育部关于加强高等学校思想政治教育进网络工作的若干意见》（2000年）强调用正确、积极、健康的思想文化占领网络阵地。时任教育部副部长袁贵仁也指出，要扎实推进高校思想政治教育进网络工作，官方的政策指南为网络思想政治教育的发展提供了根本遵循。

In terms of theoretical research, using "online ideological and political education" as the subject and "ideological and political education" as the title, abstract, and keyword search terms, a search of 328 papers from 1994 to 2002 was conducted via the advanced search of CNKI (China National Knowledge Infrastructure). Using CiteSpace software to present a keyword co-occurrence map, it was found that keywords such as "network, network era, network culture, challenge, opportunity, impact, negative impact, countermeasure" appeared with high frequency (see Figure 1). During this period, the network was mainly viewed as a challenge or a new tool for ideological and political education work. Discussions focused on how to deal with the impact brought by the network and how to effectively use the network to carry out ideological and political education. The emphasis was on revealing phenomena, raising questions, and stimulating thinking, laying the theoretical foundation for the preliminary construction of the concept of online ideological and political education.

在理论研究方面，以“网络思想政治教育”为主题，以“思想政治教育”为篇关摘，通过中国知网（CNKI）高级检索出1994—2002年的328篇论文，并借助CiteSpace软件呈现关键词共现图，发现“网络、网络时代、网络文化、挑战、机遇、影响、负面影响、对策”等关键词出现频率较高（见图1）。这一时期主要将网络作为思想政治教育工作的挑战或新工具来看待，探讨了如何应对网络带来的冲击，以及如何有效利用网络开展思想政治教育，重点在于揭示现象、提出问题、引发思考，为网络思想政治教育概念的初步建构奠定了理论基础。

In terms of practical application, it was mainly reflected in innovating teaching forms and working methods. Building "red websites" [5]5 "Red websites" (红色网站) are websites established by Chinese universities, typically run by the Party branch or student Party organizations, to disseminate Marxist theory and Party policies. for propaganda and education, primarily in the form of campus BBS, became an important practical task for educational subjects. On the basis of inheriting traditional ideological and political education working methods, combining new technological advantages and practical characteristics, adhering to a people-centered approach, being close to reality, life, and teachers and students, building online cultural education platforms, and teaching in forms such as visual courseware improved students' learning initiative and enthusiasm. In the 1990s, websites that actively undertook online ideological and political education, such as Tsinghua University's "Red Website," Peking University's "Red Flag Online," and Beijing Normal University's "Student Party Building Window," based on the high-speed backbone network of the China Education and Research Network (CERNET), opened up new fields for online ideological and political education and provided new carriers and methods for the dissemination of ideological and political education.

在实践应用方面，主要体现在创新教学形式和工作方式方法上。以校园BBS为主要形式构建红色网站开展宣传教育成为教育主体的重要实践任务。在继承传统思想政治教育工作方法的基础上，结合新的技术优势和实践特征，坚持以人为本，贴近实际、贴近生活、贴近师生，打造网络文化育人平台，以可视化课件等形式进行教学，提高了学生的学习积极性和主动性。20世纪90年代，清华大学“红色网站”、北京大学“红旗在线”、北京师范大学“学生党建之窗”等主动承担网络思想政治教育的网站以中国教育和科研计算机网的高速主干网为基底，开拓了网络思想政治教育的新场域，为思想政治教育传播提供了新载体和新方法。

Figure 1 Keyword Co-occurrence Map

图1 关键词共现图

2. The Boom of Social Media: Structural Transformation and Growth Period (2003–2012)

2. 社交媒体的勃兴：结构转型与成长期（2003—2012 年）

In 2003, the China Next Generation Internet (CNGI) project, jointly initiated by eight ministries and commissions including the National Development and Reform Commission, was officially launched, marking the beginning of a new era for China's IPv6 development journey. In the same year, MySpace, Skype, and Safari appeared, with MySpace becoming the most popular social network at the time, leading the mainstreaming of Web 2.0. Web 2.0 is dominated by user-generated content (UGC); users are not only consumers of information but also creators of content, with significantly enhanced initiative in socializing, sharing, and commenting. As Mark Poster said in *The Second Media Age*, an alternative model could potentially lead to the emergence of a system integrating producers/sellers/consumers. [6]6 Mark Poster, *The Second Media Age* (Cambridge: Polity Press, 1995), p. 3. The sociality, interactivity, and collaboration of social media end-users promoted the structural transformation of online ideological and political education. Social media expanded the spatiotemporal boundaries of online ideological and political education, enhanced netizens' autonomy in information exchange, accelerated the transformation of subject and object, and achieved intersubjective communication through the point-to-point connections of the Internet. At this intersecting critical point, facing the impending cultural reorganization and the entirely new configuration of intersubjective communication relations, theoretical research during this period showed a flourishing trend. Using CiteSpace to analyze 578 Peking University core and CSSCI journal papers retrieved from CNKI with "online ideological and political education" as the subject (see Figure 2). From a macro perspective, research related to the construction, innovation, difficulties, principles, effectiveness, and significance of online ideological and political education continued to advance. From a micro perspective, attention was paid to the structural changes in elements such as teaching, content, technological perspective, occurrence field, individual value, theoretical definition, important categories, connotation, and characteristics, deepening, refining, optimizing, and strengthening various fields of research in online ideological and political education.

2003年，由国家发改委等八个部委联合发起的中国下一代互联网示范工程（CNGI）正式启动，标志着我国IPv6的发展征程进入新元年。同年，MySpace、Skype与Safari亮相，其中，MySpace成为当时最受欢迎的社交网络，引领了Web2.0的主流化。Web2.0以用户生成内容（UGC）为主，用户不仅是信息的消费者，更是内容的创作者，在社交、分享和评论等方面的能动性显著增强。正如马克·波斯特在《第二媒介时代》中所说，一种替代模式将有可能促成一种集制作者/销售者/消费者于一体的系统的产生。这种社交媒体终端用户的社交化、互动性、协作性促进了网络思想政治教育的结构转型。社交媒体拓展了网络思想政治教育的时空界域，增强了网民信息交流的自主权，加速了主客体变革，凭借互联网的点对点连接实现了主体间交往。在这一交织的临界点上，面对呼之欲出的文化重组以及主体交往传播关系的全新构型，这段时期的理论研究呈现蓬勃之势。借助CiteSpace分析在中国知网（CNKI）以“网络思想政治教育”为主题检索出的578篇北大核心和CSSCI论文（见图2）。从宏观上看，网络思想政治教育的建设、创新、难点、原则、实效性以及意义等相关研究持续推进。从微观上看，教学、内容、技术视野、发生场域、个体价值、理论界定、重要范畴、内涵与特征等要素的结构性变化得到关注，深化、细化、优化、强化了网络思想政治教育研究各领域。

In practice, online ideological and political education, with its immense technological advantages, broke through spatiotemporal limitations, facilitating students' timely understanding of major domestic and international events, as well as social hotspots and emergencies. Mainstream media could transmit text, sound, images, etc., anytime and anywhere via the network to any location with mobile devices, improving the universality and flexibility of education and promoting the all-staff, whole-process, and all-round penetration of ideological and political education. Furthermore, the speed, openness, and interactivity of network transmission enhanced the circulation and interaction of ideological and political education resources. The segmentation and equality of the Internet provided favorable conditions for online interaction among network activity subjects.

在实践方面，网络思想政治教育以巨大技术优势突破了时空限制，便利学生及时了解国内外大事以及社会热点和突发事件。主流媒体可以随时随地通过网络将文本、声音、图像等传递到有移动设备的任何地方，提高了教育的普及性和灵活性，促进了思想政治教育的全员、全过程、全方位渗透。加上网络传输的快捷性、开放性、交互性增强了思想政治教育资源的流通与互动，互联网的分众化、平等性为网络活动主体的在线互动提供了有利条件。

Figure 2 Keyword Co-occurrence Map

图2 关键词共现图

3. The Era of Mobile Internet: Stable Development and Maturity (2012–2024)

3. 移动互联网时代：稳定发展与成熟期（2012—2024 年）

The 30th Statistical Report on China’s Internet Development shows that by the end of June 2012, the number of Chinese netizens reached 538 million, and mobile netizens reached 388 million. For the first time, mobile phones surpassed PCs as the primary internet terminal, heralding a new trend in China’s internet development. Along with the integration, popularization, and embedding of computers, the ubiquity of computer embedding promoted the fusion of the physical world and the information world. Online ideological and political education entered a completely new stage of development, with ubiquitous learning, informal learning, and personalized learning flourishing. Since the launch of “Toutiao” (Today’s Headlines) in 2012, which sold personalized customization, and subsequently “Yidian Zixun” (One-Point Information) and “Tiantian Kuaibao” (Daily Express), these reflected users’ demand for personalized information services. The technological developments and the real-world scenarios they triggered drove the innovative development of online ideological and political education theory and practice, expanding into new forms such as big-data ideological and political education, precision ideological and political education, digital ideological and political education, smart ideological and political education, computational ideological and political education, and virtual ideological and political education, thereby enriching research content and practical forms.

《第30次中国互联网络发展状况统计报告》显示，截至2012年6月底，中国网民数量达到5.38亿人，手机网民达到3.88亿人，手机首次超越PC成为第一上网终端，昭示了中国互联网发展的新趋势。伴随计算机的集成、普及到融入，计算机嵌入的泛在化促进物理世界与信息世界的融合。网络思想政治教育进入了全新发展阶段，泛在学习、非正式学习、个性化学习方兴未艾。自2012年以个性化定制为卖点的“今日头条”面世，以及此后的“一点资讯”“天天快报”反映了用户对个性化信息服务的需求。由技术发展及其引发的现实情景推动了网络思想政治教育理论与实践的创新发展，拓展出大数据思政、精准思政、数字思政、智慧思政、计算思政、虚拟思政等新样态，丰富了研究内容和实践形式。

From the extension of the network-as-tool perspective to the network-as-society and network-as-existence perspectives, theoretical research on online ideological and political education has continuously deepened. A search on CNKI (China National Knowledge Infrastructure) for the theme “online ideological and political education” yielded 1,134 articles in Peking University core journals from 2012 to 2024. Using CiteSpace to generate a keyword co-occurrence map (see Figure 3), besides keywords such as influence, dilemma, and countermeasure, research hotspots emerged including inter-subjectivity, subject, object, subjectivity, principal contradiction, content construction, effectiveness, values, online education, content matrix, whole-environment education, big data, and micro-era. Theoretical research has gradually become refined, systematic, and systematized.

从网络工具论到网络社会观、网络生存观的延展，网络思想政治教育理论研究不断深化。以“网络思想政治教育”为主题在中国知网（CNKI）检索出2012—2024年的北大核心期刊1134篇，通过CiteSpace析出关键词共现图（见图 3），除了影响、困境、对策等关键词，出现主体间性、主体、客体、主体性、主要矛盾、内容建设、实效性、价值观、网络 育人、内容矩阵、全环境育人、大数据、微时代等研究热点，理论研究逐渐精细化、系统化、体系化。

Figure 3: Keyword Co-occurrence Map

图3 关键词共现图

From the perspective of practical development, the real-world conditions for the overall layout and specific planning of online ideological and political education have matured. Overall, according to the 52nd Statistical Report on China’s Internet Development by the China Internet Network Information Center (CNNIC), as of June 2023, the scale of Chinese netizens reached 1.079 billion, with an internet penetration rate of 76.4%. The user scale of online video (including short video) reached 1.044 billion, with a netizen usage rate of 96.8%, continuing to maintain a high growth trend. From cities to villages, from youth to the elderly, from students to workers, all groups can obtain rich educational resources through the internet. In short, the accelerating formation of a ubiquitous network has made an “always online” life possible, and the real-world conditions for nationwide ideological and political education have matured. Specifically, platforms such as “Xuexi Qiangguo” (Study Power) [7]7 “Xuexi Qiangguo” (Study Power) is a mobile application and online platform launched in 2019 by the Publicity Department of the Communist Party of China, designed, as official mainstream media, have set a new model for the innovation of online ideological and political education carriers in terms of transforming carrier dissemination mechanisms, highlighting visual effects, and strengthening interactive functions. Platforms such as university MOOCs, micro-courses, and online learning communities have launched high-quality courses. Official mainstream media on platforms such as Douyin (TikTok), Zhihu, and Bilibili have seized the high ground of value guidance through means such as word-image intertextuality and visual impact, building self-media brand IPs and disseminating high-quality online culture. In terms of talent cultivation, a work team with “three specializations”—specialty, specialization, and expertise—has been constructed, namely: a talent team for online content creation, production, and dissemination; a talent team for network security and network technology development; an expert team for network development research; and a management talent team for online ideological and political education. A team pattern of specialized training, diversified development, and standardized management has basically taken shape. Currently, most universities have established converged media studios, equipped with dedicated personnel responsible for online content production and dissemination. Some universities have built examples of cross-border integration based on their school’s professional characteristics. A group of high-level experts and theoretical research and practical innovation teams have achieved remarkable research results with the support of Ministry of Education and provincial/ministerial-level fund projects.

从实践发展上看，网络思想政治教育总体布局和具体规划的现实条件趋于成熟。总体而言，据中国互联网络信息中心（CNNIC）第52次《中国互联网络发展状况统计报告》显示，截至2023年6月，我国网民规模达10.79亿人，互联网普及率达76.4%，网络视频（含短视频）用户规模为10.44亿人，网民使用率达到96.8%，继续保持在高位增长态势。从城市到乡村、从青年到老年、从学生到职工，各个群体都可以通过网络获取丰富的教育资源。总之，加速形成的泛在化网络让“永远在线”的生活成为可能，全民思政的现实条件已趋于成熟。具体来说，“学习强国”等平台作为官方主流媒体，在变革载体传播机制、突出视觉效应、强化互动功能等方面为网络思想政治教育载体创新树立新典范；大学生慕课、微课程、在线学习社区等平台推出精品课程；抖音、知乎、B站等平台的官方主流媒体以语图互文、视觉冲击等方式抢占价值引领高地，打造自媒体品牌IP，传播优质网络文化。在人才培养方面，构建了专业、专门和专家“三专”色彩的工作队伍，即网络内容创作、生产与传播人才队伍、网络安全和网络技术开发人才队伍、网络发展研究的专家队伍、网络思想政治教育管理人才队伍。专业化培养、多样化发展和规范化管理的队伍格局基本形成。目前，大部分高校建立了融媒体工作室，配备专人负责网络内容生产与传播；一些高校结合学校专业特色构建了跨界融合的范例；一批高水平专家及理论研究与实践创新团队在教育部、省部级基金项目支持下研究成果卓著。

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Reflection: Problems in the Theoretical Research and Practical Advancement of Online Ideological and Political Education

反思：网络思想政治教育理论研究与实践推进中的问题

Online ideological and political education is a combination of practice and theory. Over 30 years of exploration, it has accumulated rich theoretical achievements and practical experience. At the same time, it also faces many difficulties, pain points, and blockages. These challenges include both historical ills and new problems and contradictions arising from development; they are reflected both in theoretical thinking and in practical advancement.

网络思想政治教育是实践与理论的结合体，在30年的探索中积累了丰富的理论成果与实践经验。同时，也面临着诸多难点、痛点、堵点，这些挑战既有历史流弊，又有发展中的新问题和新矛盾；既体现在理论思考中，也体现在实践推进中。

1. Theoretical Dilemmas in the Development of Online Ideological and Political Education

1. 网络思想政治教育发展的理论困境

As a young discipline, online ideological and political education still lacks definition in terms of concepts, boundaries, paradigms, and other aspects. According to an analysis of the latest 1,600 articles in Peking University core journals on CNKI, there is a preponderance of superficial research on practical issues such as the operation, management, technology, application, methods, opportunities, and challenges of online ideological and political education. There is a relative lack of in-depth revelation at the theoretical level of online practice, especially a lack of theoretical frameworks in both ontology and epistemology. Problems such as conceptual ambiguity, unclear boundaries, and undefined paradigms exist, which are detrimental to the deepening of disciplinary theory and autonomous development.

网络思想政治教育作为年轻学科，在概念、边界、范式等多个方面仍缺乏规定性。根据中国知网（CNKI）最新1600篇北大核心期刊分析，网络思想政治教育的操作、管理、技术、应用、方法、机遇与挑战等实际问题的表层化研究较多，网络实践学理层面的深入揭示较少，尤其缺少本体论和认识论两方面的理论架构，存在概念含混、边界不清、范式不定等问题，不利于学科理论深化和自主发展。

First, the basic concepts of online ideological and political education have not yet been clarified. Based on the multi-dimensional understanding of the network, the concept of online ideological and political education presents multiple orientations. One is the tool theory. Zhang Jiansong proposed that online ideological and political work is to use campus networks to carry out ideological and political work among students. Liu Mei defined online ideological and political education as ideological and political education conducted using computer networks, based on the theories of communication and ideological propaganda. Zeng Linghui pointed out that online ideological and political education is a social practice that uses computer networks to purposefully influence the audience with specific ideological concepts, political views, and moral norms, shaping their ideological and moral character to meet the needs of society and class. The above conceptual definitions belong to a period when the network played a tool value but had not yet formed an overall social impact. They are judgments made based on the transformation, extension, and grafting of traditional ideological and political education concepts, combined with network development. The second is the lifestyle theory. Yang Liying believes that online ideological and political education is not only an online educational activity but also represents a completely new mode of existence and a form of value education. The network is not merely its carrier but has constructed an entirely new life world. The third is the virtual world theory. Wei Jifeng believes that the network is a virtual world dependent on technology, used for communication and resource sharing, expanding human modes of existence and essential powers. Online ideological and political education is a virtual practical activity that uses the network to influence netizens, cultivating their ideological and political character and information literacy to meet the needs of social development. The fourth is the ecology theory. Xie Yujin believes that online ideological and political education is a digital educational practice in the network ecology, which promotes the comprehensive improvement of people’s ideological, political, and moral qualities through the interaction between mainstream ideology and the autonomous needs of netizens. With the development of technology, the deepening of human understanding, and the deepening of theoretical research, the academic community has transcended the network tool theory, and the concept of online ideological and political education has gradually deepened. However, facing the rapid changes in technology, drastic social transformations, and the evolution of subjects’ thoughts and behaviors, the issue of the concept’s timeliness has become increasingly prominent. Defining the concept has become the entry point and breakthrough for adapting to technological change, social change, and subject change, innovating theories and methods, demonstrating the vitality of the discipline, and steadily completing the disciplinary mission.

第一，网络思想政治教育基本概念尚未明晰。基于对网络的多维认知，网络思想政治教育概念呈现多元面向。一是工具说。张建松提出网络思想政治工作就是利用校园网络对学生开展思想政治工作。刘梅将网络思想政治教育定义为根据传播学和思想宣传的理论，利用计算机网络所进行的思想政治教育。曾令辉指出，网络思想政治教育是通过计算机网络，用特定思想观念、政治观点和道德规范，有目的地影响受众，塑造其符合社会和阶级需求的思想品德的社会实践。以上概念界定处于网络发挥着工具价值而尚未形成整体性社会影响的时期，是在对传统思想政治教育概念的转化、延伸和嫁接的基础上，结合网络发展作出的判断。二是生活方式说。杨立英认为网络思想政治教育不仅是线上教育活动，更代表一种全新生存方式和价值教育形态，网络不仅是其载体，更构建了一个全新的生活世界。三是虚拟世界说。韦吉锋认为网络是依赖技术的虚拟世界，用于通讯和资源共享，拓展人的生存方式和本质力量。网络思想政治教育是利用网络对网民施加影响，培养其符合社会发展需要的思想政治品德与信息素养的虚拟实践活动。四是生态说。谢玉进认为，网络思想政治教育是在网络生态中，通过主流意识形态与网民自主需求互动，促进人的思想、政治、道德素质全面提升的数字化教育实践。随着技术的发展、人类认识的深入以及理论研究的深化，学界已经超越了网络工具说，网络思想政治教育概念逐渐深化。然而，面对技术发展日新月异、社会急剧变迁以及主体思想和行为的嬗变，概念的时代性问题愈发凸显，概念界定成为适应技术变革、社会变迁和主体变化并创新理论与方法，彰显学科生命力、稳步完成学科使命的切入点和突破口。

Second, the basic boundaries of online ideological and political education remain unclear. The blurring of the basic boundaries of online ideological and political education not only affects disciplinary positioning and development direction but also constrains in-depth exploration in both theory and practice. First, the boundary with traditional ideological and political education is unclear. Some scholars believe that online ideological and political education is an extension of traditional ideological and political education into cyberspace. This view underestimates the epochal positioning of online ideological and political education, neglects the innovations and developments in core concepts, content, forms, methods, and other aspects, and treats the two as a simple relationship of inclusion. Second, the boundary with real-world ideological and political education is unclear. Given the deep coupling of the virtual and the real as exhibited by the internet and the universalization of online existence, some scholars argue that online ideological and political education points to all domains, both online and offline, and even runs through the virtual and the real, possessing a broader connotation than real-world ideological and political education. This broad definition overlooks the essential differences between online and real-world ideological and political education in terms of core concepts, implementation means, and mechanisms of action. It sets aside the fact that real-world ideological and political education places greater emphasis on face-to-face communication and interaction, whereas online ideological and political education relies on digital technologies and network platforms for information transmission and exchange. Third, the boundary with other disciplines is unclear. The generalization of disciplinary awareness can be described as a "historical leftover issue," [8]8 "Historical leftover issue" (历史遗留问题) refers to problems inherited from earlier stages of disciplinary development, in this case the tendency for ideological and political education to blur its boundaries with other social science disciplines during its formation as an independent field in China. mainly manifested in the process of cross-integration between ideological and political education and pedagogy, psychology, philosophy, political science, and other fields, as well as in the generalization of research subjects, domains, theories, methods, and functions. A large number of graduate dissertations suffer from blurred disciplinary boundaries. Some scholars have pointed out in their research that if the professional name and research direction are not indicated in certain theses, it is even impossible to tell which discipline's doctoral dissertation they belong to. Fourth, there is a phenomenon of generalization in cross-border integration. The cross-border integration of online ideological and political education presents a vibrant scene. However, the acceleration of integration means that the rationality and normativity of new technologies are often incorporated into the research horizon of ideological and political education by the academic community without full verification. Some migratory and grafted research blindly pursues hot topics, lacks theoretical innovation, has no scientific foundation, loses its ontology, and lacks grounding. Such research, in an active form, achieves a negation of the discipline, which is a destruction of disciplinary autonomy. Even if it might briefly attract attention, it ultimately lacks academic vitality and growth points.

第二，网络思想政治教育基本界限尚未清晰。网络思想政治教育的基本界限模糊不仅影响了学科定位和发展方向，也制约了理论与实践的深入探索。一是与传统思想政治教育的边界不明。一些学者认为网络思想政治教育是传统思想政治教育在网络空间的延伸。这种观点轻视了网络思想政治教育的时代定位，忽视了核心理念、内容、形式、方法等方面进行的创新和发展，把二者视为简单的包含关系。二是与现实思想政治教育的边界不明。鉴于网络展现出虚拟与现实的深度耦合和网络生存的普遍化。有学者认为，网络思想政治教育指向线上与线下的所有领域，甚至贯穿虚拟与现实之中，比现实思想政治教育具有更广泛的内涵。这种宽泛的界定忽略了网络思想政治教育与现实思想政治教育在核心理念、实施手段、作用机制等方面的本质差异。搁置了现实思想政治教育更注重面对面的交流与互动，而网络思想政治教育则依赖于数字技术和网络平台进行信息的传递与沟通的事实。三是与其他学科的边界不明。学科意识泛化可以说是“历史遗留问题”，主要体现在思想政治教育与教育学、心理学、哲学、政治学等交叉融合的过程中，以及研究主体、领域、理论、方法和功能等方面的泛化。大量研究生学位论文存在学科边界模糊的问题，有学者研究指出，一些毕业论文如果不注明专业名称和研究方向，甚至分不清是哪门学科的博士论文。四是跨界融合的泛化现象。网络思想政治教育跨界融合呈现出一片生机勃勃的景象。然而，融合的加速使得新技术的合理性和规范性往往未经充分认证，便迅速被学界纳入思想政治教育的研究视域。一些迁移式和嫁接式研究盲目追求热点，缺乏理论创新，没有科学基点，丧失本体、缺乏根基的研究以主动的形式实现了对学科的否定，是对学科自主性的破坏，即便可能短暂地吸引人们的关注，但终究缺乏学术生命力和增长点。

Third, the basic paradigm of online ideological and political education has not yet been established. A paradigm is the consensus people reach when exploring and solving problems, encompassing multiple elements such as beliefs, propositions, and organizational principles. The establishment and demarcation of the structure of human knowledge systems proceed according to paradigms, specifically including three parts: ontology, epistemology, and methodology. In the data-driven internet era, research on online ideological and political education urgently requires paradigm innovation to deeply grasp the complex laws of education and thereby lead a new wave of educational transformation. From the ontological level, there is insufficient understanding of the attributes of online ideological and political education. As an emerging discipline closely integrated with network technology, online ideological and political education shares commonalities with traditional ideological and political education while also possessing its own unique characteristics. However, there is insufficient understanding of the particularities of online ideological and political education, as well as inadequate recognition of its basic positioning, attributes, elements, and the internal connections and interrelationships among them. There is more research conducted from the perspective of changes in external conditions, and less research conducted from the perspective of the organizational forms and structural methods of the internal ontology. Many studies macroscopically explore the forms of online ideological and political education under technological environments such as big data, blockchain, and algorithms, but lack a systematic grasp of the interactivity and systematicity among the internal structure, element changes, and functional evolution of the online ideological and political education system itself. Epistemology aims to explore the deep connections and cognitive methods between ourselves, the cognitive world, and knowledge. However, in the context of online ideological and political education, its unique cognitive model and information dissemination mechanism have yet to be deeply revealed, and problems such as unclear cognition of subject-object, connotation, essence, and principal contradiction persist. From the methodological level, current theoretical research on online ideological and political education remains scattered and fragmented, urgently requiring the construction of a systematic and standardized research framework. This is first manifested in a lack of innovation in research methods. Methods from traditional ideological and political education have been borrowed, but there is a lack of creative transformation and innovative development in the face of the special environment of the internet. Second, there is relatively little empirical research. Current empirical research on online ideological and political education remains a weak link; theoretical research lacks practical support, making it difficult to form convincing conclusions. Finally, comparative research is insufficient. Comparative research is an important method for discovering universal and particular laws and drawing on new resources. Current research on online ideological and political education, from both diachronic and synchronic perspectives, generally conducts relatively few comparisons between tradition and modernity, the virtual and the real, and domestic and international studies.

第三，网络思想政治教育基本范式尚未定型。范式是人们在探究和解决问题时所达成的共识，涵盖信念、主张及组织原则等多方面要素。人类知识体系结构的确立与界分依范式而行，具体包括本体论、认识论和方法论三个部分。在数据驱动的互联网时代，网络思想政治教育研究亟需范式创新，以深刻洞察教育的复杂性规律，进而引领教育变革的新浪潮。从本体论层面看，对网络思想政治教育属性认识不足。作为与网络技术紧密结合的新兴学科，网络思想政治教育既有传统思想政治教育的共性，又具有其独特个性。然而，对于网络思想政治教育的特殊性认识存在不足，在基本定位、属性、要素以及它们之间的内在联系与相互关系认识不足。从外部性条件变化展开的研究较多，从内在本体的组织形式与结构方法展开的研究较少。很多研究宏观探讨大数据、区块链、算法等技术环境下的网络思想政治教育形态，对网络思想政治教育系统本体的内在结构、要素变化及功能嬗变之间的互动性、系统性把握不足。认识论旨在探索我们与认知世界及知识之间的深层联系及认知方式，然而在网络思想政治教育的语境下，其特有的认知模式和信息传播机制尚待深入揭示，对主客体、内涵、本质、主要矛盾的认知不明等问题依然存在。从方法论层面看，当前网络思想政治教育的理论研究尚显分散和碎片化，亟待构建系统化、规范化的研究框架。首先表现在研究方法缺乏创新。借鉴了传统思想政治教育的研究方法，但缺乏面对网络这一特殊环境时的创造性转化与创新性发展。其次实证研究较少。目前的网络思想政治教育实证研究仍然是薄弱环节，理论研究缺乏实践支撑，难以形成具有说服力的结论。最后，比较研究不够。比较研究是发现普遍与特殊规律，汲取新资源的重要研究方法，目前的网络思想政治教育研究，从历时性和共时性上总体比较传统与现代、虚拟与现实、国内与国外的相关研究较少。

2. Problems in the Practical Advancement of Online Ideological and Political Education

2. 网络思想政治教育实践推进中存在的问题

Although online ideological and political education has made significant progress in terms of subject diversification, resource enrichment, method innovation, and carrier diversification, a systematic grasp of the overall process of its practical development reveals that problems such as insufficient momentum, insufficient supply, and insufficient depth still exist.

尽管网络思想政治教育在主体多元化、资源丰富化、方法创新化和载体多样化等方面取得了显著进展，但系统把握其实践发展的总体进程，可以发现仍存在动力不足、供给不足、深度不够等问题。

First, the subsequent release of momentum is insufficient. The continuous iteration of technology, internal disciplinary contradictions, and the high importance attached by the Party and the state have injected momentum for innovative development into online ideological and political education. However, problems of unbalanced and inadequate practical development still exist. Many schools have not formed stable momentum mechanisms, leading to insufficient stamina for development and hindering the high-quality development of online ideological and political education. This is mainly manifested in insufficient implementation of documents, inadequate financial and budgetary support, non-standard evaluation systems, and difficulty in sustaining platform operation. First, although the Party and the state have issued a series of policy documents, some schools exhibit perfunctory and formalistic behavior in the implementation process. Situations of "implementing documents with documents" and "implementing meetings with meetings" still exist, failing to translate policy requirements into concrete actions, leading to a disconnect between policy and actual work, and constraining the in-depth advancement of online ideological and political education practice. Second, some schools do not attach sufficient importance to online ideological and political education, with inadequate funding that cannot meet the needs of practical work. Third, evaluation has not yet formed unified and standardized criteria and systems; the evaluation process has considerable subjectivity and arbitrariness, and the evaluation results are difficult to objectively and accurately reflect the actual effects of online ideological and political education, also affecting the degree of importance and investment schools place on online ideological and political education work. Fourth, some schools lack long-term planning and maintenance mechanisms in platform construction, leading to frequent malfunctions, data loss, and lagging updates during platform operation, affecting the precision, efficiency, and timeliness of online ideological and political education. In addition, many so-called "landmark achievements," due to problems such as high costs and high technical thresholds, are shelved, becoming merely "high platforms" for displaying achievements to expert teams for inspection, without playing their due value in teaching practice.

第一，动力后续释放不足。技术的持续迭代、学科内部矛盾以及党和国家高度重视为网络思想政治教育发展注入了创新发展的动力，但是实践发展不平衡、不充分的问题依然存在，许多学校未形成稳定的动力机制，导致发展后劲不足，阻滞了网络思想政治教育高质量发展。主要表现在落实文件不足、财政经费支持不够、评价体系不规范、平台运行难以持续等方面。一是尽管党和国家出台了一系列政策文件，然而，部分学校在执行过程中存在敷衍塞责、形式主义的现象，“以文件落实文件”“以会议落实会议”的情况依然存在，未能将政策要求转化为实际行动，导致政策与实际工作之间的脱节，制约了网络思想政治教育实践的深入推进；二是部分学校对网络思想政治教育的重视程度不够，经费投入不足，难以满足实际工作的需要；三是评价尚未形成统一、规范的标准和体系，评价过程存在较大主观性和随意性，评价结果难以客观、准确地反映网络思想政治教育的实际效果，也影响了学校对网络思想政治教育工作的重视程度和投入力度；四是部分学校在平台建设方面缺乏长期规划和维护机制，导致平台运行过程中故障频发、数据缺失、更新滞后，影响了网络思想政治教育的精准、高效、及时进行。此外，很多所谓“标志性成果”，鉴于成本大、技术门槛高等问题而悬置起来，只是应对专家团队考察的成果展示“高台”，没有发挥应有的教学实践价值。

Second, the guarantee of content supply is insufficient. The contradiction between content supply and user demand is a core issue in the development of online ideological and political education. As students’ channels for obtaining information become increasingly diversified, the content of online ideological and political education must also be presented in a diversified and personalized manner. However, deficiencies still exist in content supply. First, the targeting of content supply is weak. The content of online ideological and political education is too general and broad, lacking in-depth analysis and grasp of students’ actual needs. The educational content is disconnected from students’ life practices, making it difficult to elicit students’ perception, cognition, rational understanding, emotional resonance, and value identification. Second, the timeliness of content supply is insufficient. In the digital age, information updates rapidly, and social hot topics emerge endlessly. However, due to a lack of technical operational capability and knowledge conversion ability, the content of online ideological and political education updates slowly, lagging behind the pace of the times; the educational content lacks freshness and a sense of the times. Third, the homogenization of content supply is severe. Although a large number of educational platforms and resource libraries have been built, there is a lack of breakthroughs in comprehensive, three-dimensional, and ecological platforms in practical advancement. Content lacks integration, with problems such as uneven quality, singular content, and untimely updates, making it difficult to achieve platform connectivity, subject communication, resource interchange, content coherence, and the demand for scientific, personalized, and diversified educational services.

第二，内容供给保障不足。内容供给与用户需求之间的矛盾，是网络思想政治教育发展 中的核心问题。随着学生的信息获取渠道日益多元化，网络思想政治教育内容也必须多样化、个性化呈现，然而，内容供给方面仍存在不足。一是内容供给的针对性不强。网络思想政治教 育内容过于笼统和泛化，缺乏对学生实际需求的深入分析和把握，教育内容与学生的生活实践脱节，难以引起学生的感知、认知、理知以及情感共鸣和价值认同。二是内容供给的时效性不足。数字时代的信息更新迅速，社会热点话题层出不穷。但由于缺乏技术操作能力和知识转换能力，网络思想政治教育内容更新缓慢，滞后于时代的发展步伐，教育内容缺乏新鲜感和时代感。三是内容供给的同质化严重。虽然建设了大量的教育平台和资源库，但在实践推进中 缺乏综合性、立体化生态型平台的突破，内容缺乏整合性，存在参差不齐、内容单一化、更新不及时等问题，难以实现平台联通、主体沟通、资源互通、内容贯通以及科学化、个性化、多样化教育服务需求。

Third, the depth of value content is insufficient. In current online ideological and political education practice, a technicist tendency is evident, with excessive pursuit of technological novelty and display. Efficiency is valued over effect, form over content, sensibility over rationality, and visual impact over rational contemplation. The entire educational practice presents a “lively” spectacle of signs, but spectacles often present an overall visual picture. Representing value content through visual superficiality and vividness easily leads to the obscuring of the essence of education, and the value content lacks depth and connotation. This kind of fetishistic representation, which resembles pure objectivity, precisely conceals the essence of interpersonal relationships and communication, neglects the essential needs and actual effects of education, and leads to a disconnect between technological application and educational practice. Overemphasizing the external spectacle of technological application and teaching resources while neglecting the substantive cultivation of subjects’ humanistic literacy, as well as the improvement of teachers’ professional quality and educational quality, this kind of technical, spectacle-oriented, and performative educational practice is detrimental to the overall advancement and systematic innovation of online ideological and political education.

第三，价值内容深度不够。在当前网络思想政治教育实践中，技术主义倾向明显，过于追求技术的新颖性和炫耀性，重效率而轻效果、重形式而轻内容、重感性而轻理性、重视觉冲击而轻理性沉思，整个教育实践展现出了“热闹”的符号景观，但景观往往呈现总体视觉图景，以视觉表象化、生动化表征价值内容容易导致教育本质被遮蔽，价值内容缺乏深度和内涵。而这种类似纯粹客观性的拜物教表象，恰恰掩盖了人与人之间的关系和交往的本质，忽视了教育的本质需求和实际效果，导致了技术应用与教育实践之间的脱节，过分看重技术应用和教学资源的外在景观，忽视了主体人文素养的实质性涵养，以及教师专业素养和教育质量的提升，这种技术性、景观性、表演性的教育实践不利于网络思想政治教育的整体推进和系统创新。

03

03

Prospect: Optimization and Deepening of the Theory and Practice of Online Ideological and Political Education

展望：网络思想政治教育理论与实践的优化与深化

Online ideological and political education follows the operational logic of the internet and the order of networked society, deeply revealing the individual behaviors and concepts of those who achieve “virtual presence” through symbolic forms. It enables “amphibious beings,” who possess both physical and symbolic existence, to engage in meaning decoding, rational cognition, value cohesion, and cultural identification. This process requires the coordinated progress of theory and practice to jointly promote the overall development of online ideological and political education.

网络思想政治教育遵循互联网逻辑和网络化秩序的运行机制，深入揭示了以符号化形式实现“虚拟在场”的个体行为和观念，让兼具肉体与符号双重存在的“两栖存在物”得以进行意义解码、理性认知、价值凝聚和文化认同。这一过程需要理论与实践协同共进，共同推动网络思想政治教育的总体性发展。

1. The Theoretical Research Turn of Online Ideological and Political Education

1. 网络思想政治教育理论研究转向

The integrated development of new technologies such as big data and artificial intelligence with the internet has constructed a new developmental landscape for online ideological and political education. The vitality of online ideological and political education is increasingly vigorous, and theoretical research shows a more distinct trend toward specialization, comprehensiveness, and systematization. Facing new situations, new problems, and new methods, it is necessary to continuously improve the theoretical system and lay a solid foundation for the redevelopment of the discipline.

大数据、人工智能等新技术与互联网的融合发展，为网络思想政治教育构筑了新的发展图景。网络思想政治教育的生命力愈发旺盛，理论研究展现出更加鲜明的专业化、综合化、体系化趋势。面对新形势、新问题和新方法，要不断完善理论体系，奠定学科再发展的坚实基础。

First, clarify concepts and identify the benchmark point for the theoretical research turn. Concepts are abstract expressions for gaining insight into the essence of things. Clarifying concepts is the logical starting point for theoretical innovation in online ideological and political education. Sorting out the historical evolution of concepts and exploring the “change” and “unchanged” within them is a prerequisite for theoretical research. Only by clarifying concepts can the disciplinary boundaries and extensions be delineated. Online ideological and political education is a form of curriculum organization that takes fostering virtue through education [9]9 Fostering virtue through education (立德树人, li de shu ren) is a fundamental task of education in China, emphasizing moral cultivation as the foundation for talent development. as its fundamental task, uses networking and digitalization as means, and carries out virtual practical educational activities for digital subjects in a digital society. Facing new changes in practice and subjects, theoretical research has the objectivity of historical opportunity. However, in the face of the temporary spectacle of the accelerating society, it is necessary to break through the vacuum and find the authentic foundation for the theoretical reconfiguration, which is also a challenge of the times. Therefore, defining practical concepts is not about defining a metaphysical “ontological concept,” but rather, from open, dynamic, and practical concepts, to demonstrate the deepening of practice and the deepening of theory, promoting the endogenous development of the theory of online ideological and political education.

第一，厘清概念，找准理论研究转向的基准点。概念是洞察事物本质的抽象表达，厘清概念是网络思想政治教育理论创新的逻辑基点，梳理概念的历史流变，探究其中的“变”与“不变”是理论研究的前提。厘清概念才能划定学科边界和外延。网络思想政治教育是以立德树人为根本任务，以网络化、数字化为手段，在数字社会对数字主体开展虚拟实践教育活动的课程组织形式。面对实践和主体的新变化，理论研究具有历史契机的客观性，但面对加速社会的暂时性景观，要破除真空，找到理论再构型的真实性基础也是时代性难题，因此，对实践性概念的界定并非要界定一个形而上的“本体论概念”，而是从开放性、动态性、实践性的概念中展现实践的深入和理论的深化，促进网络思想政治教育理论的内源性发展。

Online ideological and political education is not simply a combination and “marriage” of the internet and ideological and political education, nor is it merely an extension of ideological and political education. Based on a one-sided understanding of the internet as a tool, platform, ecosystem, or lifestyle, it is difficult to clearly define online ideological and political education. “Any technology tends to create a new human environment.” [10]10 This is a paraphrase of a well-known idea from Marshall McLuhan, often rendered as “the medium is the message” or that technologies create new environments. The internet is not only the ecosystem of online ideological and political education but also a new form of power structure and resource allocation, and moreover, a dynamic presentation of human modes of existence and social relations. It is necessary to clearly define online ideological and political education from a holistic perspective, dialectically examine the unity of networked ideological and political education and the networking of ideological and political education, and explore the systematic transformation of ideological and political education and its main form of future development.

网络思想政治教育不仅是网络与思想政治教育的简单结合和“联姻”或是思想政治教育的延伸。基于对网络作为工具、平台、生态以及生活方式的片面认识，难以对网络思想政治教育进行清晰定义。“任何技术都倾向于创造一个新的人类环境”，网络既是网络思政的生态系统，也是权力结构和资源分配的新形式，更是人的存在方式和社会关系的动态呈现，应该以总体性视角清晰界定网络思想政治教育，辩证审视网络化思想政治教育和思想政治教育网络化的统一，探索思想政治教育的系统性变革和未来发展的主要形态。

Second, delineate boundaries and grasp the foothold of the theoretical research turn. Disciplinary boundaries, as an important marker of a discipline’s existence and its distinction from other disciplines, are the vitality of disciplinary development. Durkheim believed: “A science can only be considered to have achieved final independence when it forms its own unique character, because it has reason to exist independently only when the facts that other sciences do not study become its object of study.” [11]11 Émile Durkheim, *The Rules of Sociological Method* (1895). Clear boundaries are the prerequisite for establishing the disciplinary stance, paradigm, and identity of online ideological and political education. The boundary consciousness of online ideological and political education lies in consciously acknowledging its own relativity and finitude, finding its position in the virtual and the real, the self and the “other,” and obtaining its internal stipulations. Finitude lies in the limitations of time and space, forming special norms and binding forces belonging to the field of ideological values within the historicity and boundedness of network society. Relativity, on the other hand, is its existence relative to other fields within the spatiotemporal context of network society, stipulating the characteristics of its activity domain. “‘Finitude’ and ‘relativity’ indicate that the existence of any domain is within the ‘boundaries’ of a certain time and space, and certain specific conditions; a ‘boundaryless’ domain can only be an abstract existence.” [12]12 This appears to be a paraphrase or citation from a Chinese scholar discussing the concept of boundaries in social theory. Online ideological and political education is a comprehensive and interdisciplinary discipline, but its professional characteristics cannot erase its boundedness. Clear boundaries are the foothold for online ideological and political education to break free from a “parasitic” state and achieve internal cohesion and external identification through high self-awareness and reflection. With clear boundaries and extensions, it is possible to determine the research field, objects, and content, highlighting the disciplinary attributes and professional characteristics.

第二，划定边界，把准理论研究转向的立足点。学科边界作为一门学科存在并区别于其他学科的重要标志，是学科发展的生命力所在。迪尔凯姆认为：“一门科学只有形成自己独特的个性，才能让人视为达到了最后的独立，因为只有其他科学没有研究的那类事实成为它的研究对象时，它才有理由独立存在。”边界清晰是确立网络思想政治教育学科立场、范式、认同的前提。网络思想政治教育的边界意识在于自觉承认自身的相对性和有限性，在虚拟与现实、自我与“他者”中找准定位，获得内在规定性。有限性在于时间和空间的限制，在网络社会的历史性和有界性中形成的属于意识形态价值领域的特殊规范和约束力。相对性则是在网络社会的时空背景下，相对于其他领域而存在的，规定了活动场域的特性。“‘有限性’和‘相对性’表明，任何领域的存在都处于一定时间和空间、一定具体条件的‘边界’之内，‘无边界’的领域只能是一种抽象的存在。”网络思想政治教育是综合性、交叉性学科，但专业特性不能抹除边界性，清晰的边界是网络思想政治教育摆脱“寄生”状态，以高度自觉和反思实现学科内在凝聚和外在认同的立足点，有了清晰的边界和外延，才能确定研究领域、对象和内容，突出学科属性和专业特性。

Examining the complexity of the social system, knowledge system, and value concepts from a holistic perspective is the mission of the times for online ideological and political education as an emerging discipline. Online ideological and political education is a product jointly constructed by social systems and cultural forces. Social structures and thinking modes are becoming increasingly complex and developing nonlinearly. The integration between the virtual and the real, and between different disciplines, is deepening. Cross-border integration has become an inevitable choice to break through limitations and deepen holistic cognition and systematic innovation. Therefore, it is necessary to grasp the tension between “keeping boundaries” and “crossing boundaries,” and not to “transgress boundaries” or “disorder boundaries.” It is necessary to both “cultivate one’s own responsibility field,” consciously constructing an autonomous knowledge system of the discipline, and maintain openness, dynamism, adaptability, innovativeness, and inclusiveness.

以整体性视角审视社会系统、知识体系和价值观念的纷繁复杂是网络思想政治教育作为新兴学科的时代使命。网络思想政治教育是社会制度与文化力量共同构建的产物，社会结构与思维模式日益复杂、非线性发展，虚拟与现实、不同学科之间融合渐深，跨界融合成为突破局限，深化整体认知与系统创新的必然选择。因此，要把握好“守界”和“跨界”之间的张力，不能“越界”“乱界”。既要“种好责任田”，自觉构建学科自主知识体系，又要保持开放性、动态性、适应性、创新性和包容性。

Third, reconstruct the paradigm, aiming at the fundamental point of theoretical research’s shift. The paradigm provides a mode of thinking and an analytical tool, helping researchers understand and explain complex phenomena, and promoting the development and progress of knowledge. Thomas Kuhn used the paradigm to explain scientific development and scientific revolution. Only by establishing a new paradigm can online ideological and political education break free from the rut of traditional ideological and political education research paradigms, compensate for its own theoretical deficiencies, and be worthy of the title “emerging discipline.” Facing an entirely new field, new modes of interpersonal interaction, and a completely new mode of social existence, paradigm reconstruction, along with the resulting innovation in methodology and educational models, constitutes the truly revolutionary development of online ideological and political education.

第三，重构范式，瞄准理论研究转向的根本点。范式提供了一种思维方式和分析工具，帮助研究者理解和解释复杂的现象，推动知识的发展和进步，托马斯·库恩以范式来解释科学发展和科学革命。网络思想政治教育只有建立一种新范式才能跳出传统思想政治教育研究范式的窠臼，弥补自身理论缺陷，称得上是“新兴学科”。面对全新的场域、新的人际互动方式和全新的社会存在方式，范式重构以及由此带来的方法论和教育模式的创新，才是网络思想政治真正的革命性发展。

The paradigm is a framework model or methodology used to guide research, solve problems, or construct theory, and is a core benchmark for evaluating the development level and maturity of a discipline, scholarship, and practice. Paradigm reconstruction means reforming the research paradigm of traditional ideological and political education to align with emerging research trends and needs. When the internet intervenes in society as an alien “other,” online ideological and political education also originates from ideological and political education becoming a field of concern within it, and unfolds along the basic paradigm of ideological and political education, appearing in the guise of the “other,” treating the internet or online ideology and politics as a research object, and all are built on some mutually opposing binary analytical structure. Under the digital background, the development of online ideological and political education brings about changes in its own status, as well as the diversification of theoretical researchers, causing the purely objective stance of theoretical research that takes the internet and online ideology and politics as the “other” to begin to change. A group of professional scholars have developed an aspiration to establish disciplinary subjectivity in their research, such as *Research on Online Ideological and Political Education in Higher Education Institutions* (2006) and *Online Ideological and Political Education* (2016), which, with the consciousness of a disciplinary subject, attempt to construct an autonomous disciplinary knowledge system. Although this超前性尝试[13]13 超前性尝试 (超前性尝试): Literally “forward-looking attempt,” referring to the early and ambitious effort to establish an autonomous disciplinary knowledge system for online ideological and political education, which was ahead of its time and not widely adopted by the academic community at that point. failed to receive a response from most scholars, the effort toward constructing the disciplinary system is conducive to promoting the construction of the disciplinary paradigm, advancing the formation of the discipline, scholars, and academic community, and fostering the maturity, transcendence, and sublimation of the discipline’s ontology, epistemology, and methodology.

范式是用于指导研究、解决问题或构建理论的一种框架模式或方法论，是评估学科、学术和实践发展层次与成熟状态的核心标杆。范式重构即革新传统思想政治教育学研究范式，以契合新兴研究趋势与需求。当网络作为一个异己的“他者”介入社会时，网络思想政治教育也导源于思想政治教育成为其中的关注领域，并沿着思想政治教育的基本范式展开，以“他者”的面貌出现，将网络或网络思政作为研究客体，且都建立在某种相互对立的二元分析结构之上。在数字化背景下，网络思想政治教育的发展带来自身地位的变化，以及理论研究者的多元化，使得理论研究以网络和网络思政为“他者”的单纯的客观立场开始改变，一批专业学者产生了在研究中确立学科主体性的向往，如《高校网络思想政治教育学研究》（2006年）、《网络思想政治教育学》（2016年）以学科主体的自觉试图建构学科自主知识体系，虽然这种超前性尝试未能得到大部分学者响应，但是对于学科体系建构的努力有利于促进学科范式的建构，推动学科、学人、学术共同体构建，促进学科本体论、认识论和方法论上的成熟、超越和升华。

2. The Track-Shifting of the Practical Advancement of Online Ideological and Political Education

2. 网络思想政治教育实践推进转轨

First, improve the dynamic mechanism, concentrating on the leverage point of track-shifting. The dynamic mechanism refers to the driving forces at different levels on which a society relies for movement, development, and change, as well as the mechanisms and modes by which they are generated, transmitted, and take effect. Online ideological and political education will, under the impetus of societal digital development, human digital survival, the integration of digital technology, the driving force of other disciplines’ development, and the self-driving force of the ideological and political education discipline, achieve the systemic integration, energy release, and coordinated operation of various elements, jointly promoting the healthy development of the discipline.

第一，健全动力机制，聚力转轨的发力点。动力机制是指一个社会赖以运动、发展、变化的不同层级的推动力量，以及它们产生、传输并发生作用的机理和方式。网络思想政治教育将在社会数字化发展、人的数字化生存以及数字技术融入的促动、其他学科发展的带动以及思想政治教育学科的自我驱动下，实现诸元素的系统集成、能量释放、协调运转，合力推动学科良性发展。

Humans and technology engage in dialectical movement in both reality and virtuality in a manner of homologous coexistence. The application of digital technology in the educational field profoundly changes the spatiotemporal view, value view, and process view of education, and the digital transformation of education has become a key domain for building a high-quality education system. As digital technology penetrates all areas of society and digital survival deeply couples with education, facing issues such as subjects’ individual expression, network dependence, information cocoons, and interpersonal communication based on spatiotemporal dispersion, online ideological and political education needs to use the logic of life to lead the logic of technology, value rationality to lead instrumental rationality, and practical needs to guide educational supply, carrying out a full-process transformation along the changing clues of agenda setting, discourse production, and information dissemination, ensuring discourse transmission, promoting value internalization, and guiding behavioral direction; concepts such as “precision ideological and political education,” “computational ideological and political education,” and “smart ideological and political education,” along with practical achievements like virtual ideological and political teaching and research offices and smart ideological and political cloud platforms, demonstrate the realistic potential of interdisciplinary integration. Meanwhile, research from disciplines such as philosophy, psychology, and sociology on the digital survival situation of humans also provides new directions and adds new momentum for online ideological and political education to capture theoretical hotspots and find new entry points and integration points; the practical track-shifting of online ideological and political education stems from its need for structural adjustment and optimization. Its systemic and self-organizing characteristics, when facing the digital development practices of all social fields, must inevitably keep pace with the times, change from within, and stimulate the endogenous driving force for high-quality development of the discipline.

人与技术以同源共体的方式在现实与虚拟中辩证运动，数字技术在教育领域的运用深刻地改变着教育的时空观、价值观、过程观，教育数字化转型更是成为建设高质量教育体系的关键论域。随着数字技术深入社会各领域、数字化生存与教育深度耦合，面对主体的个性表达、网络化依赖、信息茧房以及基于时空离散的人际交往等问题，网络思想政治教育需要以生命逻辑引领技术逻辑、以价值理性引领工具理性、以现实需求引导教育供给，从议题设置、话语生产、信息传播的流变线索进行全流程变革，确保话语传达、促进价值内化、引导行为动向；“精准思政”“计算思政”“智慧思政”等概念和虚拟思政教研室、智慧思政云平台等实践成果，展现了学科跨界融合的现实潜力，而哲学、心理学、社会学等学科对人的数字化生存境遇的研究也为网络思想政治教育捕捉理论热点，寻找新的切入点、结合点提供了新方向，增添了新动量；网络思想政治教育的实践转轨缘于其结构性调整与优化的需要，其系统性、自组织特征在面对全社会各领域的数字化发展实践时，必定要与时俱进、从内变革，激发学科高质量发展的内生动力。

Second, strengthen condition guarantees, gathering energy at the key point of track-shifting. Conditions such as policy guarantees, human and financial resource guarantees, and material guarantees for online ideological and political education are the foundational base for practical advancement. First, policy guarantees provide macro-level top-level design and an overall action framework for the practical track-shifting of online ideological and political education, offering organizational and institutional safeguards. The Party and the state should construct an organizational framework for the practical development of online ideological and political education, ensuring coordinated advancement of practice through vertical leadership institutions and horizontal work systems. As the construction of digital infrastructure and data resource systems and sharing mechanisms become increasingly complete, they provide traction for reshaping human production and lifestyle, learning methods, and governance models, laying a technical foundation for the development of online ideological and political education. Second, financial guarantees are a necessary condition for ensuring sufficient supply of educational content and the sustainable development of the discipline. The *Opinions on Deepening the Reform and Innovation of Ideological and Political Theory Courses in Schools in the New Era*[14]14 《关于深化新时代学校思想政治理论课改革创新的若干意见》 (Opinions on Deepening the Reform and Innovation of Ideological and Political Theory Courses in Schools in the New Era): A policy document issued by the Chinese central authorities in 2019 to strengthen and reform ideological and political education in schools. emphasizes ensuring funding investment, and the *Opinions on Accelerating the Construction of the Ideological and Political Work System in Higher Education Institutions*[15]15 《关于加快构建高校思想政治教育工作体系的意见》 (Opinions on Accelerating the Construction of the Ideological and Political Work System in Higher Education Institutions): A policy document issued by the Chinese central authorities in 2020 to establish a comprehensive system for ideological and political work in universities. proposes doing a good job in the management and use of special funds for ideological and political work in higher education institutions, guiding local governments and institutions to increase investment, strengthening the educational orientation of funding investment, and ensuring sufficient funds for research funds, smart ideological and political platforms, and master teacher studios. Third, human resources are the intellectual conditions and subject momentum for the practice of online ideological and political education, including the Communist Party of China representing the broad masses of the people at the macro level, higher education institutions and related organizations responsible for cultivating people at the meso level, and ideological and political teachers and daily ideological and political workers at the micro level. Only by building a platform for multi-subject collaborative cooperation, constructing a multi-subject collaborative education mechanism, and cultivating multi-subject collaborative literacy can we ensure the systematic advancement of online ideological and political education for all personnel, throughout the entire process, and in all aspects.

第二，强化条件保障，聚能转轨的关键点。网络思想政治教育的政策保障、人力财力保障、物质保障等条件是实践推进的基础底座。一是政策保障为网络思想政治教育实践转轨提供宏观顶层设计和整体行动框架，从组织性和制度性上提供保障。党和国家要构建网络思想政治教育实践发展的组织框架，从纵向领导机构贯通，到横向工作体系联通，确保实践统筹推进。随着数字基座建设、数据资源体系与共享机制日趋完善，为重塑人的生产生活方式、学习方式和治理模式提供了牵引力，为网络思想政治教育发展奠定了技术基底。二是财政保障是保证教育内容供给充足，学科持续发展的必要条件。《关于深化新时代学校思想政治理论课改革创新的若干意见》强调要保障经费投入，《关于加快构建高校思想政治教育工作体系的意见》提出要做好高校思想政治工作专项资金使用管理，引导地方和高校增加投入，强化经费投入的育人导向，确保科研基金、智慧思政平台、名师工作室等环节的资金充足。三是人才资源是网络思想政治教育实践的智力条件和主体动能，包括宏观上代表广大人民群众的中国共产党、中观上负责培养人的高校及相关组织、微观上的思政教师及其日常思政工作者，只有打造多元主体协同合作平台，构建多元主体协同育人机制，培育多元主体协同合作素养，才能保障网络思想政治教育全员、全程、全方位地系统推进。

Third, focus on functional performance, consolidating the foothold of track-shifting. The basis for the existence and development of online ideological and political education is to achieve certain goals through the performance of practical functions. Only by ensuring the effectiveness of practice and the sustainability of outcomes is there reason to promote the further development of online ideological and political education. In this process, functional performance becomes the foothold of practice, and its importance is self-evident. First, perform the function of ideological value guidance well. With the rapid development of the information age, people’s channels for obtaining information have become more diverse and convenient, but the authenticity, accuracy, and reliability of value transmission of information also face challenges. To consolidate the ideological foundation of the masses, who are constantly influenced by miscellaneous information, and the identification with core socialist values under the impact of diverse values, the practical orientation of “content is king” in online ideological and political education becomes more urgent. Second, perform the function of behavioral guidance well. The avatarization, invisibility, and reflexivity of digital subjects cause profound changes in people’s behavioral modes and habits, and even information acquisition and social interaction in cyberspace may surpass that in life space. Therefore, methods of influencing behavior through preaching and indoctrination will only dissipate or suspend in the virtual void of the internet. Only value content with deep appeal and charisma can summon the “escaping” digital subjects. Third, perform the function of consensus building well. In an information-explosive social environment, collisions and conflicts of interests and value orientations among different subjects become increasingly intense, and individualism prevails. Online ideological and political education should leverage its advantages, guide agenda setting, promote social exchange and interaction, seek the greatest common denominator of values, resolve social contradictions, and enhance consensus, understanding, and identification.

第三，注重功能发挥，夯牢转轨的落脚点。网络思想政治教育存在和发展的依据是发挥实践功能来达到一定的目标，只有确保实践的有效性和成果的可持续性，才有理由推进网络思想政治教育进一步发展。在这一过程中，功能发挥成为实践的落脚点，其重要性不言而喻。一是发挥好思想价值引领的功能。随着信息时代的快速发展，人们获取信息的渠道更加多样化和便捷化，但信息的真实性、准确性以及价值传递可靠性也面临着挑战。要巩固随时受杂多信息影响的人民群众的思想基础，以及多元价值冲击下的社会主义核心价值观认同，网络思想政治教育“内容为王”的实践指向更加迫切。二是发挥行为引导的功能。数字主体的化身、隐身、反身使得人们的行为方式和习惯发生着深刻的变化，甚至网络空间的信息获取和社交互动要超过生活空间。因此，以说教灌输影响行为的方式只会消散或悬滞在网络虚空中，只有具有深度吸引力和感召力的价值内容才能召唤“逃逸”的数字主体。三是发挥共识凝聚的功能。在信息爆炸的社会环境中，不同主体间的利益诉求、价值取向的碰撞和冲突日益激烈，个人主义盛行，网络思想政治教育要发挥优势，引导议题设置，促进社会交流互动，寻找价值最大公约数，化解社会矛盾，增进共识、理解与认同。

Although the historical movement of network technology and digital media has demonstrated its objectivity with a rapid momentum, making network society and digital society a common consensus, the complex relationship between technology and the humanities remains an unresolved issue. As a practical humanities discipline, online ideological and political education can only better look forward to the future by continuously summarizing historical experience and reflecting on current realities. Against the backdrop of the era of human-machine coexistence, in-depth theoretical exploration and practical analysis are not only requirements for online ideological and political education to cope with complex realities but also the basic prerequisite for effectively carrying out targeted value guidance.

尽管网络技术、数字媒介的历史运动以迅猛态势展现了其客观性，让网络社会、数字社会成为人们的共识，但技术与人文的复杂关系仍然是尚未定论的问题。网络思想政治教育作为实践性的人文学科只有不断总结历史经验、反思现实状况，才能更好展望未来。人机共在的时代背景下，深入理论探讨和实践分析既是网络思想政治教育应对复杂现实的要求，也是有效开展针对性价值引导的基本前提。

Online Editor: Tongxin

网络编辑：同心