【摘要】： 來華留學教育是我國高等教育的基本內(nèi)容之一，是中外文化教育交流的有機組成部分，也是推動我國高等教育國際化的重要動力。然而，重規(guī)模輕結構的現(xiàn)狀非常不利于來華留學教育的健康持續(xù)發(fā)展，目前，對來華留學結構的研究尤為欠缺。故，本研究以教育結構為視角，分析建國以來來華留學教育結構的演變過程，總結經(jīng)驗，探尋優(yōu)化結構的有效措施。因此，教育結構就成為本研究的邏輯起點和歸宿。 在來華留學教育結構中，國別結構、科類結構和類別結構又是其重中之重。本論文在勾勒來華留學教育發(fā)展軌跡的基礎上，深入探討新中國來華留學教育的國別結構、科類結構和類別結構的演變過程、特點、成因及其相互關系等，并據(jù)此提出優(yōu)化來華留學教育結構的主要對策。 本論文基于大量的一手資料，，綜合運用了統(tǒng)計分析、國際比較、個案研究等研究方法，通過對建國以來來華留學教育結構的歷史考察，有如下研究發(fā)現(xiàn)： 1．政治因素對留學教育結構的影響力逐步減弱，經(jīng)濟因素日益增強 改革開放以前，我國接受留學生的數(shù)量、國別、專業(yè)和類別等，完全由我國政府根據(jù)政治和外交工作需要來確定。改革開放之后，以服務經(jīng)濟建設為指針，國家逐步打開了自費留學通道，越來越多的各國留學生可以根據(jù)社會和人才市場需求，自主選擇來華學習。經(jīng)濟因素對教育結構的影響力較以前明顯增強。 2．留學生國別分布從單一走向多樣化，周邊國家已成為生源大國 文革前，我國主要接受社會主義國家留學生；70年代主要接受第三世界國家留學生；80年代第一、二世界國家留學生增長較快；90年代后留學生國家分布范圍更廣，來自我國周邊國家的各類別留學生占總數(shù)七成以上，且主要集中在韓、日兩國。來自周邊國家的學歷生和非學歷生占總數(shù)的比例都比較高，歐美國家短期生和普通進修生等非學歷生的比例較高。 3．留學生科類分布的主體由理工轉(zhuǎn)向人文學科，漢語言超過總數(shù)的六成 建國后留學生科類結構變化經(jīng)歷了“理工科占主體”、“理工科與文科并行發(fā)展”、“文科占主體”和“從‘學語言’向‘學專業(yè)’過渡”四個歷史時期。目前留學生科類分布廣泛，主要集中在人文學科，理工科規(guī)模較小。 4．留學生類別分布的主體從學歷生轉(zhuǎn)化為非學歷生，普通進修生規(guī)模最大 70年代以前“本科留學生占主體”；80年代“短期生占主體”；90年代“短期生和普通進修生躍居前兩位”；到本世紀初“普通進修生、本科生、短期生占據(jù)前三位”，非學歷生在留學生總體中占主體地位，普通進修生規(guī)模一直保持領先。普通進修生和短期生主要學習漢語言、文學和管理等學科，研究生、本科生的專業(yè)分布相對分散。 5．與發(fā)達國家相比，來華留學生科類分布不均，教育層次較低 在科類分布上，發(fā)達國家外國留學生主要學習理工科專業(yè)；來華留學生學習文科占七成，理工科比例較小。在教育層次上，發(fā)達國家的研究生約占學歷生的40％；來華留學生中非學歷生占60％以上，研究生占學歷生的比例不足20％，本科生占80％。 6．優(yōu)化留學教育結構的基本策略 基于對來華留學教育系統(tǒng)的全面分析及留學教育結構存在的問題，本論文提出了優(yōu)化留學教育結構的兩條基本路徑：一是采取制定留學教育發(fā)展規(guī)劃、完善留學教育政策、加強對留學教育的結構性指標考核、實施留學教育產(chǎn)業(yè)化等宏觀措施；二是采用學科戰(zhàn)略、類別戰(zhàn)略、抓好本科教育、對外漢語教學以及發(fā)揮重點大學的接受主體作用等微觀策略。
[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.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2009
【分類號】：G648.9

【引證文獻】

相關期刊論文 前3條

1 孫靈芝;;淺析提高來華留學生教育課程質(zhì)量[J];經(jīng)營管理者;2012年12期

2 孫靈芝;;影響來華留學生漢語學習因素分析[J];華章;2012年17期

3 陳松林;程家福;;當前上海市短期來華留學生狀況的實證研究[J];繼續(xù)教育研究;2010年07期

相關博士學位論文 前2條

1 朱國輝;高校來華留學生跨文化適應問題研究[D];華東師范大學;2011年

2 黃華;我國高職院校國際交流與合作研究[D];華東師范大學;2010年

相關碩士學位論文 前8條

1 劉佳;重慶高校留學生教育存在的問題及對策研究[D];西南大學;2011年

2 袁希;獨立成班來華本科留學生培養(yǎng)現(xiàn)狀研究[D];華東師范大學;2011年

3 白蘭;試論西安市美籍留學生跨文化適應問題[D];陜西師范大學;2011年

4 張玉永;建國后來華留學生政策研究[D];河北師范大學;2011年

5 高天麗;來華留學生漢語教育現(xiàn)狀及問題研究[D];華南理工大學;2011年

6 吉蕓;走在異鄉(xiāng)的路上[D];南京師范大學;2011年

7 肖丹;來滬碩士留學生培養(yǎng)模式的分析與研究[D];華東理工大學;2012年

8 司鈺;中國高等教育境外消費出口貿(mào)易發(fā)展水平研究[D];西南財經(jīng)大學;2011年

本文編號：2175955