中美国际教育政策研究
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摘要
全球化背景下,“国际教育”作为一项保持国际领导力、经济竞争力的国家安全策略,在国家发展中占据越来越重要的位置。国际教育早已成为教育理论研究和公共政策辩论的热门话题,日益展示了它的重要性和复杂性。伴随国际间交流与合作的日益增多,中美两国在教育领域的合作关系日益增强,两国政府对中美间的教育与文化交流互通愈加重视,一系列扩大双方教育文化交流政策的出台,对中美两国未来教育发展产生深远影响。
本研究从发展学的视角出发,遵循提出问题、分析问题、解决问题的总体思路,在宏观的国际背景下对中美国际教育政策进行深入的比较研究,既关注中美教育政策的动态发展过程,又注重对其影响因素的静态分析；既遵循历史、现实与未来的时间序列,又注重中美两国在地域上的国别差异,进而通过分析和比较为我国国际教育政策的发展提出完善建议。
论文的第一章主要引入中美国际教育政策研究这一论题。包括研究背景与研究意义的澄清、相关概念的界定、国内外研究的综述、研究思路与方法的介绍、创新与不足的说明。
分析问题部分是论文的主体,包括第二、三、四、五章。第二章“中美国际教育政策发展回溯”对中美两国国际教育政策的历史沿革分别做出了系统梳理,并在此基础上对两国国际教育政策的发展历程做了比较分析。研究发现,中美两国国际教育政策的历史进程存在诸多共性,集中表现在：国际教育政策发展皆呈现出阶段性、与世界国际关系和教育现代化进程互动发展、体现了国际性与民族性的结合。同时,由于国际教育发展水平和国内外环境的差异,导致国际教育政策的目标和品质产生不同。
第三章“中美国际教育政策发展的影响因素”从社会时代背景、政治、经济、文化四个维度对影响中美国际教育政策发展的因素做出深入分析。社会时代因素影响中美国际教育政策的价值选择、目标选择和重心选择；政治因素在中美国际教育政策的发展中影响显著,但由于两国政治制度和政治理念的差异,导致国际教育政策的显现方式也不尽相同；经济因素对中美国际教育政策制定的基本方向和政策执行的物质基础产生影响,尤其是国家财政投资左右着中美国际教育政策的内容框架；中美两国在核心文化及其变迁路径上的不同,使得文化因素在国际教育政策中的作用程度和方式不同,从而深刻影响着两国国际教育政策的价值追求和稳定程度。
第四章“中美国际教育政策实施的实例分析”,旨在从中美国际教育的交流合作若干实例中发现当下两国教育政策发展的新特征和新规律。论文从中美留学教育政策、合作办学政策、孔子学院在美办学政策和“中美人文交流高层磋商机制”四个方面入手,选取中美国际教育交流中的典型案例进行现实分析,并以此为基础剖析中美国际教育政策在实施中的运行效果和国别差异。
第五章“中美国际教育政策发展的未来趋向”是在历史考察和现实分析的基础上,结合中美两国未来国际教育战略,对两国国际教育政策的发展趋向做出分析和预测。美国国际教育战略呈现出“教育先行、标准引领、兼取众长、系统谋划”的发展趋向,借国际教育捍卫美国的国家利益,以优质标准培养公民的全球素养,凭积极的教育外交加强国际合作,以整体协调的方式推进国际教育；中国国际教育的战略地位继续上升,日益走向更深层次的国际教育交流与合作,国际教育政策的价值目标由单一指引走向多元融合,政策的应对重心也由单向引进转向双向流通。未来中美国际教育政策的发展呈现出诸多共性：普遍重视国际教育的战略地位、国际教育政策的价值目标日益多元、注重发挥政府在国际教育中的关键作用、走向借鉴与创新互动的国际教育发展之路。
论文的第六章为解决问题部分,侧重对完善我国教育政策发展建议的探寻。我国需要进一步革新教育观念、提升国际教育政策的战略地位；明确政策目标,建构国际教育政策的目标体系；关照教育类别,出台差异化的国际教育政策；完善产业机制,加强教育服务贸易的政策应对；创新管理体制,提升国际教育政策的执行效果。同时,通过加强中美互动、改进留学政策、整合教育资源、优化政策环境和强化中美教育政策研究等途径促进中美教育交流与合作的健康发展。
In the context of globalization, international education, as a national security strategy, plays an increasingly important role on remainingone country's international leadership and economic competitiveness. Today, the international education has become a much-talked-about topicin debate of educational theory and public policy. With the development of international exchange and cooperation, many similar educational and economic problems in USA and China demand concerted efforts for their solution. The enhanced partnership in education systems of the two countries have reflected much consensus reached by political policy-makers, business communities and educational leaders, which will have profound implications for the two countries future education development.
This study tries toconduct in-depth comparative study on Sino-American international education policy throughthe process of propose, analyze and solve problems within the international background. To achieve this goal, the study pays attention on the dynamic development process ofintemational education strategy in America and China, and also focus on the static analysis of influencing factors. It still follows the time sequence of history, reality and future,and focus on the regional differencesbetween the two countries. On these bases, the dissertation proposes some suggestions on the development of China's international education policy through comparative analysis.
The dissertation includes six chapters. The first chapter mainly introduces the topic of international education policy in China and the United States, which contains the background andthe significance of this research, concepts definition, literature review, research framework and methods and the research innovations and inadequacies.
The part of problem analysis is the main body of this study, which contains chapter two, chapter three, chapter four and chapter five. In chapter two, titled as "The Development History of International Education Policy in China and the United States",the author explores the development history of international education in China and the United Statessystematically, and then conducts comparative analysis on the development process of two countries'international education policy. The study found that there are many similarities on the historical process of international education policy between China and the United States, which were shown in the periodicity of international education policy development process,the interactive development with international relations of the world and the modernization of education, and the combination of internationalism and nationality. At the same time, because of the different development level of international education and the environment of domestic and overseas, the aim and character of the twocountries' international education policy have many differences.
In chapter three, titled as "Influencing Factor of the Development of International Education Policy in China and the United States", the author analyzes the main factors which influence the development of international education policy of China and America from the four dimensions: social background, politics, economy and cultural. Social background influences the choice of values, objective and focus of international education policy of China and America. Political factors has a significant effect on the development of the international education policy in China and the United States, however because of the difference of political system and political ideas between the two countries, the way of international education policy is also difference;Economic factorsinfluence the material basis of policy formulation and implement,especially the national financial investmentshapes the content of international education policy. The cultural factorsinfluence the value pursuit and policystability of the two counties' international education policy.
In chapter four, titled as "The Case Study of Implementation of International Education Policy in China and the United States", aims to find the new characteristics and regular patterns of international education policy in the two countries through the analysis of educational exchange between China and the United States. This chapter contains four typical cases: overseas education policy of China and America,Sino-foreign joint school policy, Confucius institute in America and the "U.S.-China High-Level Consultation on People-to-People Exchange". Based on the case study,the research dissects the international education policy implementation between China and the United States.
In chapter five, named as "The DevelopmentTrendof International Education Policy in theFuture in China and the United States", analyzes and forecasts the development trend of bilateral international education policy based on historical review, reality analysis and the two countries'future international education strategy. Forthe United States, international education strategy focus on defending the nation's interest, fostering citizen'sglobal quality, strengthening the educational diplomacy and promoting international education with the overall coordination.For China, internationaleducation has become the focus of educational reform,and the cooperation and exchange of international education are going tobe much deeper. The value of international education policy is from single aim to multiple,and the counter-measures of policy are from "one-way input" to "two-way input and output". The development trend of China and the United States' international education policy have many common points, such as,paying more attention to the strategic position of international education,the target of international education policy increasingly diverse, focusing on the important role of government in the international education, and combining thelearning and innovation in the development of international education.
The sixth chapter is the part of problem-solving,which focus on the solutions to optimizeChina's international educational policy. Chinese needs to updatetheir concepts of education,and enhance the strategic position of the international education policy; toclear the objectives of international education policy and construct anobjective system of international education policy;pay more attention tothe different education category and formulatedifferent international education policy; improve the mechanism of industry and strengthen the policy to develop the education service trade; make innovations of management system toimprove the effect of international education policy implementation. In order to keep Sino-American education exchange and cooperation sound and healthy, China need to strengthen Sino-American interaction, improve education exchange policy,integrate educational resources,optimizing the policy environment and strengthening the research of Sino-Americaneducation policy.
本研究从发展学的视角出发,遵循提出问题、分析问题、解决问题的总体思路,在宏观的国际背景下对中美国际教育政策进行深入的比较研究,既关注中美教育政策的动态发展过程,又注重对其影响因素的静态分析；既遵循历史、现实与未来的时间序列,又注重中美两国在地域上的国别差异,进而通过分析和比较为我国国际教育政策的发展提出完善建议。
论文的第一章主要引入中美国际教育政策研究这一论题。包括研究背景与研究意义的澄清、相关概念的界定、国内外研究的综述、研究思路与方法的介绍、创新与不足的说明。
分析问题部分是论文的主体,包括第二、三、四、五章。第二章“中美国际教育政策发展回溯”对中美两国国际教育政策的历史沿革分别做出了系统梳理,并在此基础上对两国国际教育政策的发展历程做了比较分析。研究发现,中美两国国际教育政策的历史进程存在诸多共性,集中表现在：国际教育政策发展皆呈现出阶段性、与世界国际关系和教育现代化进程互动发展、体现了国际性与民族性的结合。同时,由于国际教育发展水平和国内外环境的差异,导致国际教育政策的目标和品质产生不同。
第三章“中美国际教育政策发展的影响因素”从社会时代背景、政治、经济、文化四个维度对影响中美国际教育政策发展的因素做出深入分析。社会时代因素影响中美国际教育政策的价值选择、目标选择和重心选择；政治因素在中美国际教育政策的发展中影响显著,但由于两国政治制度和政治理念的差异,导致国际教育政策的显现方式也不尽相同；经济因素对中美国际教育政策制定的基本方向和政策执行的物质基础产生影响,尤其是国家财政投资左右着中美国际教育政策的内容框架；中美两国在核心文化及其变迁路径上的不同,使得文化因素在国际教育政策中的作用程度和方式不同,从而深刻影响着两国国际教育政策的价值追求和稳定程度。
第四章“中美国际教育政策实施的实例分析”,旨在从中美国际教育的交流合作若干实例中发现当下两国教育政策发展的新特征和新规律。论文从中美留学教育政策、合作办学政策、孔子学院在美办学政策和“中美人文交流高层磋商机制”四个方面入手,选取中美国际教育交流中的典型案例进行现实分析,并以此为基础剖析中美国际教育政策在实施中的运行效果和国别差异。
第五章“中美国际教育政策发展的未来趋向”是在历史考察和现实分析的基础上,结合中美两国未来国际教育战略,对两国国际教育政策的发展趋向做出分析和预测。美国国际教育战略呈现出“教育先行、标准引领、兼取众长、系统谋划”的发展趋向,借国际教育捍卫美国的国家利益,以优质标准培养公民的全球素养,凭积极的教育外交加强国际合作,以整体协调的方式推进国际教育；中国国际教育的战略地位继续上升,日益走向更深层次的国际教育交流与合作,国际教育政策的价值目标由单一指引走向多元融合,政策的应对重心也由单向引进转向双向流通。未来中美国际教育政策的发展呈现出诸多共性：普遍重视国际教育的战略地位、国际教育政策的价值目标日益多元、注重发挥政府在国际教育中的关键作用、走向借鉴与创新互动的国际教育发展之路。
论文的第六章为解决问题部分,侧重对完善我国教育政策发展建议的探寻。我国需要进一步革新教育观念、提升国际教育政策的战略地位；明确政策目标,建构国际教育政策的目标体系；关照教育类别,出台差异化的国际教育政策；完善产业机制,加强教育服务贸易的政策应对；创新管理体制,提升国际教育政策的执行效果。同时,通过加强中美互动、改进留学政策、整合教育资源、优化政策环境和强化中美教育政策研究等途径促进中美教育交流与合作的健康发展。
In the context of globalization, international education, as a national security strategy, plays an increasingly important role on remainingone country's international leadership and economic competitiveness. Today, the international education has become a much-talked-about topicin debate of educational theory and public policy. With the development of international exchange and cooperation, many similar educational and economic problems in USA and China demand concerted efforts for their solution. The enhanced partnership in education systems of the two countries have reflected much consensus reached by political policy-makers, business communities and educational leaders, which will have profound implications for the two countries future education development.
This study tries toconduct in-depth comparative study on Sino-American international education policy throughthe process of propose, analyze and solve problems within the international background. To achieve this goal, the study pays attention on the dynamic development process ofintemational education strategy in America and China, and also focus on the static analysis of influencing factors. It still follows the time sequence of history, reality and future,and focus on the regional differencesbetween the two countries. On these bases, the dissertation proposes some suggestions on the development of China's international education policy through comparative analysis.
The dissertation includes six chapters. The first chapter mainly introduces the topic of international education policy in China and the United States, which contains the background andthe significance of this research, concepts definition, literature review, research framework and methods and the research innovations and inadequacies.
The part of problem analysis is the main body of this study, which contains chapter two, chapter three, chapter four and chapter five. In chapter two, titled as "The Development History of International Education Policy in China and the United States",the author explores the development history of international education in China and the United Statessystematically, and then conducts comparative analysis on the development process of two countries'international education policy. The study found that there are many similarities on the historical process of international education policy between China and the United States, which were shown in the periodicity of international education policy development process,the interactive development with international relations of the world and the modernization of education, and the combination of internationalism and nationality. At the same time, because of the different development level of international education and the environment of domestic and overseas, the aim and character of the twocountries' international education policy have many differences.
In chapter three, titled as "Influencing Factor of the Development of International Education Policy in China and the United States", the author analyzes the main factors which influence the development of international education policy of China and America from the four dimensions: social background, politics, economy and cultural. Social background influences the choice of values, objective and focus of international education policy of China and America. Political factors has a significant effect on the development of the international education policy in China and the United States, however because of the difference of political system and political ideas between the two countries, the way of international education policy is also difference;Economic factorsinfluence the material basis of policy formulation and implement,especially the national financial investmentshapes the content of international education policy. The cultural factorsinfluence the value pursuit and policystability of the two counties' international education policy.
In chapter four, titled as "The Case Study of Implementation of International Education Policy in China and the United States", aims to find the new characteristics and regular patterns of international education policy in the two countries through the analysis of educational exchange between China and the United States. This chapter contains four typical cases: overseas education policy of China and America,Sino-foreign joint school policy, Confucius institute in America and the "U.S.-China High-Level Consultation on People-to-People Exchange". Based on the case study,the research dissects the international education policy implementation between China and the United States.
In chapter five, named as "The DevelopmentTrendof International Education Policy in theFuture in China and the United States", analyzes and forecasts the development trend of bilateral international education policy based on historical review, reality analysis and the two countries'future international education strategy. Forthe United States, international education strategy focus on defending the nation's interest, fostering citizen'sglobal quality, strengthening the educational diplomacy and promoting international education with the overall coordination.For China, internationaleducation has become the focus of educational reform,and the cooperation and exchange of international education are going tobe much deeper. The value of international education policy is from single aim to multiple,and the counter-measures of policy are from "one-way input" to "two-way input and output". The development trend of China and the United States' international education policy have many common points, such as,paying more attention to the strategic position of international education,the target of international education policy increasingly diverse, focusing on the important role of government in the international education, and combining thelearning and innovation in the development of international education.
The sixth chapter is the part of problem-solving,which focus on the solutions to optimizeChina's international educational policy. Chinese needs to updatetheir concepts of education,and enhance the strategic position of the international education policy; toclear the objectives of international education policy and construct anobjective system of international education policy;pay more attention tothe different education category and formulatedifferent international education policy; improve the mechanism of industry and strengthen the policy to develop the education service trade; make innovations of management system toimprove the effect of international education policy implementation. In order to keep Sino-American education exchange and cooperation sound and healthy, China need to strengthen Sino-American interaction, improve education exchange policy,integrate educational resources,optimizing the policy environment and strengthening the research of Sino-Americaneducation policy.
引文
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① 2012至2013学年,笔者受国家留学基金委资助,公派至美国哥伦比亚大学教师学院联合培养,为本文收集研究资料提供了便利,特此说明并致谢忱。
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