新中国来华留学教育结构研究（1950-2007年）
发布时间：2018-08-10 19:20
【摘要】： 来华留学教育是我国高等教育的基本内容之一，是中外文化教育交流的有机组成部分，也是推动我国高等教育国际化的重要动力。然而，重规模轻结构的现状非常不利于来华留学教育的健康持续发展，目前，对来华留学结构的研究尤为欠缺。故，本研究以教育结构为视角，分析建国以来来华留学教育结构的演变过程，总结经验，探寻优化结构的有效措施。因此，教育结构就成为本研究的逻辑起点和归宿。 在来华留学教育结构中，国别结构、科类结构和类别结构又是其重中之重。本论文在勾勒来华留学教育发展轨迹的基础上，深入探讨新中国来华留学教育的国别结构、科类结构和类别结构的演变过程、特点、成因及其相互关系等，并据此提出优化来华留学教育结构的主要对策。 本论文基于大量的一手资料，，综合运用了统计分析、国际比较、个案研究等研究方法，通过对建国以来来华留学教育结构的历史考察，有如下研究发现： 1．政治因素对留学教育结构的影响力逐步减弱，经济因素日益增强 改革开放以前，我国接受留学生的数量、国别、专业和类别等，完全由我国政府根据政治和外交工作需要来确定。改革开放之后，以服务经济建设为指针，国家逐步打开了自费留学通道，越来越多的各国留学生可以根据社会和人才市场需求，自主选择来华学习。经济因素对教育结构的影响力较以前明显增强。 2．留学生国别分布从单一走向多样化，周边国家已成为生源大国 文革前，我国主要接受社会主义国家留学生；70年代主要接受第三世界国家留学生；80年代第一、二世界国家留学生增长较快；90年代后留学生国家分布范围更广，来自我国周边国家的各类别留学生占总数七成以上，且主要集中在韩、日两国。来自周边国家的学历生和非学历生占总数的比例都比较高，欧美国家短期生和普通进修生等非学历生的比例较高。 3．留学生科类分布的主体由理工转向人文学科，汉语言超过总数的六成 建国后留学生科类结构变化经历了“理工科占主体”、“理工科与文科并行发展”、“文科占主体”和“从‘学语言’向‘学专业’过渡”四个历史时期。目前留学生科类分布广泛，主要集中在人文学科，理工科规模较小。 4．留学生类别分布的主体从学历生转化为非学历生，普通进修生规模最大 70年代以前“本科留学生占主体”；80年代“短期生占主体”；90年代“短期生和普通进修生跃居前两位”；到本世纪初“普通进修生、本科生、短期生占据前三位”，非学历生在留学生总体中占主体地位，普通进修生规模一直保持领先。普通进修生和短期生主要学习汉语言、文学和管理等学科，研究生、本科生的专业分布相对分散。 5．与发达国家相比，来华留学生科类分布不均，教育层次较低 在科类分布上，发达国家外国留学生主要学习理工科专业；来华留学生学习文科占七成，理工科比例较小。在教育层次上，发达国家的研究生约占学历生的40％；来华留学生中非学历生占60％以上，研究生占学历生的比例不足20％，本科生占80％。 6．优化留学教育结构的基本策略 基于对来华留学教育系统的全面分析及留学教育结构存在的问题，本论文提出了优化留学教育结构的两条基本路径：一是采取制定留学教育发展规划、完善留学教育政策、加强对留学教育的结构性指标考核、实施留学教育产业化等宏观措施；二是采用学科战略、类别战略、抓好本科教育、对外汉语教学以及发挥重点大学的接受主体作用等微观策略。
[Abstract]:Studying abroad is one of the basic contents of higher education in China, an organic part of cultural and educational exchanges between China and foreign countries, and an important driving force to promote the internationalization of higher education in China. Therefore, this study, from the perspective of educational structure, analyzes the evolution process of the educational structure of studying in China since the founding of the People's Republic of China, summarizes experience and explores effective measures to optimize the structure.
In the structure of education for studying in China, the country structure, the subject structure and the category structure are the most important. Based on the outline of the development of education for studying in China, this paper probes into the country structure of education for studying in China, the evolution process, characteristics, causes of formation and the relationship between them. The main countermeasures for optimizing the structure of studying abroad in China.
Based on a large number of first-hand data, this paper makes a comprehensive use of statistical analysis, international comparison, case studies and other research methods. Through a historical survey of the structure of education for studying in China since the founding of the People's Republic of China, the following research findings are found:
1. the influence of political factors on the structure of education abroad has gradually weakened, and economic factors have been increasing.
Before the reform and opening up, the number, country, specialty and category of foreign students accepted by our country were entirely determined by our government according to the needs of political and diplomatic work. We choose to study in China. The influence of economic factors on education structure is stronger than before.
2. the distribution of foreign students from single country to diversified countries has become a major source of foreign origin.
Before the Cultural Revolution, China mainly accepted foreign students from socialist countries; in the 1970s, it mainly accepted students from the third world countries; in the 1980s, the number of foreign students from the first and second world countries increased rapidly; after the 1990s, the distribution of foreign students was wider. Over 70% of the total number of foreign students from China's neighboring countries came from all kinds of countries, and mainly concentrated in Korea, Japan. Both countries have a relatively high proportion of educated and non-educated students from neighbouring countries, and a high proportion of non-educated students, such as short-term students and ordinary students in Europe and the United States.
3. Overseas students'subject distribution has shifted from science and engineering to humanities, with Chinese language exceeding 60% of the total.
After the founding of the People's Republic of China, the structural changes of foreign students'disciplines have gone through four historical periods: science and engineering occupy the main body, science and engineering develop concurrently with liberal arts, liberal arts occupy the main body and transition from "learning language" to "learning specialty".
4. The main body of the distribution of the categories of foreign students changes from academic students to non-academic students, and the scale of the ordinary advanced students is the largest.
Before the 1970s, undergraduate students occupied the main body; in the 1980s, "short-term students occupied the main body"; in the 1990s, "short-term students and ordinary students leaped to the top two"; by the beginning of this century, "ordinary students, undergraduate students, short-term students occupy the top three"; non-academic students occupy the main body in the overall foreign students, and the scale of ordinary students has been maintained the leading position. First, ordinary students and short-term students mainly study Chinese language, literature and management and other disciplines, graduate students, undergraduate students'professional distribution is relatively scattered.
5. compared with developed countries, the distribution of international students in China is uneven and educational level is low.
In terms of the distribution of science and engineering, foreign students in developed countries mainly study science and engineering; 70% of them come to China to study liberal arts, and the proportion of science and engineering is small. 80%.
6. the basic strategy of optimizing the structure of studying abroad.
Based on the comprehensive analysis of the education system for studying abroad in China and the existing problems in the structure of education for studying abroad, this paper puts forward two basic ways to optimize the structure of education for studying abroad. First, it is necessary to formulate the development plan of education for studying abroad, improve the policy of education for studying abroad, strengthen the examination of the structural indicators of education for studying abroad, and implement the industrialization of education for studying abroad. Second, we should adopt such micro-strategies as discipline strategy, category strategy, undergraduate education, teaching Chinese as a foreign language and giving full play to the role of acceptor in key universities.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G648.9
本文编号：2175955
[Abstract]:Studying abroad is one of the basic contents of higher education in China, an organic part of cultural and educational exchanges between China and foreign countries, and an important driving force to promote the internationalization of higher education in China. Therefore, this study, from the perspective of educational structure, analyzes the evolution process of the educational structure of studying in China since the founding of the People's Republic of China, summarizes experience and explores effective measures to optimize the structure.
In the structure of education for studying in China, the country structure, the subject structure and the category structure are the most important. Based on the outline of the development of education for studying in China, this paper probes into the country structure of education for studying in China, the evolution process, characteristics, causes of formation and the relationship between them. The main countermeasures for optimizing the structure of studying abroad in China.
Based on a large number of first-hand data, this paper makes a comprehensive use of statistical analysis, international comparison, case studies and other research methods. Through a historical survey of the structure of education for studying in China since the founding of the People's Republic of China, the following research findings are found:
1. the influence of political factors on the structure of education abroad has gradually weakened, and economic factors have been increasing.
Before the reform and opening up, the number, country, specialty and category of foreign students accepted by our country were entirely determined by our government according to the needs of political and diplomatic work. We choose to study in China. The influence of economic factors on education structure is stronger than before.
2. the distribution of foreign students from single country to diversified countries has become a major source of foreign origin.
Before the Cultural Revolution, China mainly accepted foreign students from socialist countries; in the 1970s, it mainly accepted students from the third world countries; in the 1980s, the number of foreign students from the first and second world countries increased rapidly; after the 1990s, the distribution of foreign students was wider. Over 70% of the total number of foreign students from China's neighboring countries came from all kinds of countries, and mainly concentrated in Korea, Japan. Both countries have a relatively high proportion of educated and non-educated students from neighbouring countries, and a high proportion of non-educated students, such as short-term students and ordinary students in Europe and the United States.
3. Overseas students'subject distribution has shifted from science and engineering to humanities, with Chinese language exceeding 60% of the total.
After the founding of the People's Republic of China, the structural changes of foreign students'disciplines have gone through four historical periods: science and engineering occupy the main body, science and engineering develop concurrently with liberal arts, liberal arts occupy the main body and transition from "learning language" to "learning specialty".
4. The main body of the distribution of the categories of foreign students changes from academic students to non-academic students, and the scale of the ordinary advanced students is the largest.
Before the 1970s, undergraduate students occupied the main body; in the 1980s, "short-term students occupied the main body"; in the 1990s, "short-term students and ordinary students leaped to the top two"; by the beginning of this century, "ordinary students, undergraduate students, short-term students occupy the top three"; non-academic students occupy the main body in the overall foreign students, and the scale of ordinary students has been maintained the leading position. First, ordinary students and short-term students mainly study Chinese language, literature and management and other disciplines, graduate students, undergraduate students'professional distribution is relatively scattered.
5. compared with developed countries, the distribution of international students in China is uneven and educational level is low.
In terms of the distribution of science and engineering, foreign students in developed countries mainly study science and engineering; 70% of them come to China to study liberal arts, and the proportion of science and engineering is small. 80%.
6. the basic strategy of optimizing the structure of studying abroad.
Based on the comprehensive analysis of the education system for studying abroad in China and the existing problems in the structure of education for studying abroad, this paper puts forward two basic ways to optimize the structure of education for studying abroad. First, it is necessary to formulate the development plan of education for studying abroad, improve the policy of education for studying abroad, strengthen the examination of the structural indicators of education for studying abroad, and implement the industrialization of education for studying abroad. Second, we should adopt such micro-strategies as discipline strategy, category strategy, undergraduate education, teaching Chinese as a foreign language and giving full play to the role of acceptor in key universities.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G648.9
【引证文献】
相关期刊论文 前3条
1 孙灵芝;;浅析提高来华留学生教育课程质量[J];经营管理者;2012年12期
2 孙灵芝;;影响来华留学生汉语学习因素分析[J];华章;2012年17期
3 陈松林;程家福;;当前上海市短期来华留学生状况的实证研究[J];继续教育研究;2010年07期
相关博士学位论文 前2条
1 朱国辉;高校来华留学生跨文化适应问题研究[D];华东师范大学;2011年
2 黄华;我国高职院校国际交流与合作研究[D];华东师范大学;2010年
相关硕士学位论文 前8条
1 刘佳;重庆高校留学生教育存在的问题及对策研究[D];西南大学;2011年
2 袁希;独立成班来华本科留学生培养现状研究[D];华东师范大学;2011年
3 白兰;试论西安市美籍留学生跨文化适应问题[D];陕西师范大学;2011年
4 张玉永;建国后来华留学生政策研究[D];河北师范大学;2011年
5 高天丽;来华留学生汉语教育现状及问题研究[D];华南理工大学;2011年
6 吉芸;走在异乡的路上[D];南京师范大学;2011年
7 肖丹;来沪硕士留学生培养模式的分析与研究[D];华东理工大学;2012年
8 司钰;中国高等教育境外消费出口贸易发展水平研究[D];西南财经大学;2011年
本文编号：2175955
本文链接：https://www.wllwen.com/jiaoyulunwen/duiwaihanyulunwen/2175955.html
