近四十年间来华国际学生教育研究（1973-2013）

发布时间：2018-06-15 23:33

  本文选题：来华国际学生 + 学生来源　； 参考：《华中师范大学》2016年博士论文

【摘要】：国际学生教育是国际交流活动的重要内容之一,对输出国和接收国的重要性不言而喻。来华国际学生是指持外国护照在我国高等学校(经教育部批准的实施全日制高等学历教育的普通高等学校)注册接受学历教育或非学历教育的外国公民。发展来华国际学生教育,对我国在弘扬中华文化、促进高教事业国际化、抢夺国际人才资源、增加国际贸易收益、促进国际交流与合作等方面具有重要战略意义。国际学生来华学习,不仅受我国稳定的社会局面、较强的综合国力,生源国和中国的国际关系、双边贸易,中国的奖学金政策等宏观因素的影响,还受到学生对中国文化和教育的认可、学生的经济承受能力等微观因素的影响。我国现代意义的来华国际学生教育,大致经历了初创、中断和恢复发展三个阶段。建国初期至1966年,来华国际学生教育处于初创阶段,其教育管理实行与当时计划经济相配套的管理体制。其时来华学生规模小,生源国仅限于部分社会主义国家、周边民族独立国家,少数非洲国家和极少数资本主义国家；接收院校少,教育层次普遍较低,学习专业主要集中在语言和理工类学科。1966年至1972年,受“文化大革命”的影响,来华国际学生教育中断。至20世纪70年代初,中国恢复在联合国的合法席位,并与多国建交。在新的国际形势下,我国于1973年正式恢复大规模招收来华国际学生。1978年,我国实施改革开放战略,来华国际学生教育进入一个全新的发展阶段。对来华国际学生实行教育教学和管理的体制也由单一封闭逐步走向开放和多元化,国际学生规模迅速增加,生源国几乎涵盖世界的绝大多数国家和地区,学生层次均匀分布,学习专业几乎涵盖中国对国际学生开放的所有专业。随着中国综合国力的提升及世界人民对中国认知的提高,来华国际学生规模仍会呈现增加的趋势。然而在来华留学的新发展态势中,许多来华国际学生教育问题也随之产生,来华国际学生教育的事业发展遇到了瓶颈,如外语授课课程体系的建设、师资整体水平的提升、教育管理和服务质量的改善等。来华国际学生教育要取得长足发展,保证“2020年50万”目标的顺利实现,还面临着很大的挑战。本文在分析总结1973年以来的来华国际学生教育基础上,借鉴并吸收发达国家先进经验,对当前和今后来华国际学生教育的可持续发展提出了若干建议。本文共分为七个部分。第一部分：导论；导论部分主要阐述了论文的选题缘由、现实意义、研究价值;对本文研究对象及来华国际学生进行界定,并对选题的研究范围进行界定；对已有的选题所处领域的既有成果及研究史进行梳理;介绍了本文的研究思路、研究方法。第二部分：来华国际学生教育的历史基础。此部分主要介绍现代来华国际学生教育即新中国成立至1972年间来华国际学生教育体制、发展状况,生源结构、经费来源、接收院校分布、专业结构等,并总结新中国成立至1972年来华国际学生教育的历史特点。第三部分：新时期(1973-2013)来华国际学生教育的发展概况及管理体制之演变。本部分主要从1973年后中国政治、经济、社会、外交、教育等方面的变化和发展介绍了1973年后来华国际学生教育的时代背景；介绍了1973-2013年间来华国际学生教育的发展概况,并分析1973年—2013年封闭的来华国际学生教育体制逐渐过渡到以高等院校为办学主体的开放的教育体制,以及来华国际学生教育的政策和制度,如招收自费来华国际学生制度、实行来华国际学生学位制度、学籍和学历管理制度、汉语水平考试和预科学习制度等。第四部分：近四十年间(19732013)来华国际学生教育“来”之析。本部分主要分析了来华国际学生教育的“来”之影响因素,“来”之源以及“来”之途径。本部分首先运用推拉理论分析影响来华国际学生的影响因素,如中国政治、社会环境、外交关系、教育质量、就业和创业环境等；然后分析了来华国际学生生源国结构和洲别分布；最后分析了来华国际学生的经费来源,如中国政府奖学金、地方政府奖学金、学校奖学金、企业奖学金、交换生及自费生规模及分布等。第五部分：近四十年间(19732013)来华国际学生教育“学”之析。本部分主要分析了来华国际学生“学”在哪里、学什么以及以什么身份学的问题,从而具体分析了不同阶段来华国际学生接受院校分布、专业分布及学历结构等。第六部分：近四十年间(19732013)来华国际学生“管”之析。本部分从微观角度分析了对来华国际学生的“管”,主要阐述了高等院校对来华国际学生的教学管理、日常生活管理、政治管理、实习管理及参与社会活动方面的管理等。第七部分：总结与反思。本部分将总结1973——2013年间来华国际学生教育的发展规律,反思国际学生教育中的问题,并与国际上国际学生教育较发达国家的经验进行比较,以期得出历史经验、提出发展要求,即提出寻求适合于我国当前及未来来华国际学生教育发展的建议。
[Abstract]:International student education is one of the important contents of international exchange activities. It is self-evident to the importance of the exporting and receiving countries. International students come to China to refer to foreign passports in foreign countries to register for educational or non academic education in our higher schools (general higher schools approved by the Ministry of education for full time higher education). The development of international student education in China is of great strategic significance to our country in carrying forward Chinese culture, promoting the internationalization of higher education, snatching international talent resources, increasing international trade income, and promoting international exchanges and cooperation. The impact of macro factors such as international relations between China and China, bilateral trade and China's scholarship policy are influenced by students' recognition of Chinese culture and education, and the influence of students' economic endurance. The international student education in China's modern significance in China has experienced the three stages of founding, interruption and recovery. From the beginning to 1966, the international student education in China was in the initial stage, and its education management implemented a management system that matched the planned economy at that time. When the students came to China, the students were small, the country was limited to some socialist countries, the neighboring national independent countries, the few African countries and the very few capitalist countries; the receiving colleges and universities were less and the education layer was received. At the beginning of 1970s, China resumed its legal seat in the United Nations and established diplomatic relations with many countries. Under the new international situation, China officially resumed large-scale recruitment in 1973. In the new international situation, China resumed large-scale recruitment in 1973. In the new international situation, China resumed large-scale recruitment in 1973. In.1978, China carried out the strategy of reform and opening up in China. The international student education in China has entered a new stage of development. The system of education and management for the students coming to China is gradually open and diversified, the scale of international students has increased rapidly, and the country of origin almost covers the vast majority of the world. In countries and regions, the level of students is evenly distributed, and the major of learning covers almost all the majors open to international students in China. With the promotion of China's comprehensive national strength and the improvement of the world's people's awareness of China, the international student scale will continue to increase. However, in the new development trend of studying in China, many international studies come to China. The problem of student education has come into being. The development of international student education in China has encountered bottlenecks, such as the construction of the curriculum system for foreign language teaching, the improvement of the overall level of teachers, the improvement of the quality of education and the improvement of the quality of service. On the basis of analyzing and summarizing the international student education in China since 1973, this paper puts forward some suggestions for the sustainable development of international student education in China at present and in the future. This article is divided into seven parts. The first part is introduction; the introduction part mainly expounds the selection of the paper. The reason, the practical significance, the value of research, the definition of the research object and the international students in China, the definition of the research scope of the topic, the existing achievements and research history of the existing topics, the research ideas and the research methods. The second part: the historical basis of the international student education in China. This part mainly introduces the modern Chinese international student education, namely, the international student education system, the development situation, the source structure, the source of funds, the distribution of colleges and universities, the professional structure and so on, and the third part: the new period (1973-2013): the new period (1973-2013): the new period (1973-2013) The development of the international student education in China and the evolution of its management system are introduced in this part of China's political, economic, social, diplomatic, education and other aspects after the 1973. This part introduces the background of the international student education in China in 1973, introduces the development of international student education in China in the past 1973-2013 years, and analyzes 1973 From 2013 to 2013, the closed China international student education system was gradually transferred to an open education system with higher institutions as the main body of the school, as well as the policy and system for international student education in China, such as the admission of the international student system to China, the implementation of the international student degree system in China, the management system of academic records and education, the Chinese Proficiency Test and the Chinese proficiency test. The fourth part: the analysis of the "coming" of international student education in China in the last forty years (19732013). This part mainly analyzes the influence factors of "coming" in the international student education in China, the source of "coming" and the way of "coming". Such as Chinese politics, social environment, diplomatic relations, quality of education, employment and entrepreneurial environment, and then analyses the structure and distribution of students in China, and finally analyses the sources of funding for international students in China, such as Chinese government scholarships, local government scholarships, school scholarships, business scholarships, exchange students and self-employed students. The fifth part: the analysis of the "learning" of the international student education in China in the last forty years (19732013). This part mainly analyzes where the "learning" of the international students in China, what to learn and the question of what identity is, so that the distribution, professional distribution and educational background of the students in China are analyzed in different stages. The sixth part: the analysis of the "management" of international students coming to China in the last forty years (19732013). This part analyses the "management" of the international students from the microcosmic perspective. It mainly expounds the management of the teaching of international students to China, the management of daily life, the management of politics, the management of internship and the management of the social activities. The seven part: summary and reflection. This section will summarize the development law of international student education to China during the period of 1973 - 2013, reflect on the problems in international student education, and compare with the experience of international student education in the more developed countries, in order to get historical experience and put forward the demand for development, that is to propose to seek the current and the failure of our country. Suggestions for the development of international students' Education in China.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G648.9
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本文编号：2024140