本文關(guān)鍵詞：高等教育全球化背景下的學(xué)生國(guó)際流動(dòng)研究　出處：《安徽大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高等教育 學(xué)生國(guó)際流動(dòng) 全球化

【摘要】：學(xué)生國(guó)際流動(dòng)是當(dāng)今一個(gè)十分值得關(guān)注的現(xiàn)象。雖然這個(gè)現(xiàn)象自古就有,但在高等教育全球化的背景下,大學(xué)生流動(dòng)變得更加頻繁,其規(guī)模之巨、人口之眾、影響之大是前所未有的。學(xué)生的國(guó)際流動(dòng),涉及到政治、經(jīng)濟(jì)、教育、文化等各方面的利益,因此引起了世界各國(guó)的重視。 本文從歷史回顧開始,梳理了學(xué)生國(guó)際流動(dòng)的歷史軌跡,介紹了學(xué)生國(guó)際流動(dòng)的歷史,全球化時(shí)代的學(xué)生國(guó)際流動(dòng)；在分析了學(xué)生國(guó)際流動(dòng)的特點(diǎn)及其因素之后,對(duì)我國(guó)(大陸)①學(xué)生流動(dòng)的特點(diǎn)和問(wèn)題也進(jìn)行了分析,論文最后總結(jié)了學(xué)生國(guó)際流動(dòng)的趨勢(shì)及其對(duì)我國(guó)的啟示。 論文認(rèn)為,漢代時(shí)期中國(guó),中世紀(jì)時(shí)的西歐曾是留學(xué)中心。但在經(jīng)濟(jì)全球化的發(fā)展和高等教育全球化的背景下,學(xué)生國(guó)際流動(dòng)呈現(xiàn)出新的格局。美國(guó)、英國(guó)、法國(guó)等高等教育發(fā)達(dá)的國(guó)家成為主要的學(xué)生流入國(guó),而中國(guó)和印度等國(guó)則是全球主要的學(xué)生流出國(guó)。在當(dāng)前的全球國(guó)際學(xué)生市場(chǎng)體系中,學(xué)生的國(guó)際流動(dòng)主要是由人口眾多、教育資源相對(duì)缺乏、經(jīng)濟(jì)落后的亞太地區(qū)流向經(jīng)濟(jì)較為發(fā)達(dá)、教育資源豐富、教育質(zhì)量較好的北美、歐洲和大洋洲等地區(qū),即以垂直流動(dòng)為主導(dǎo)。但隨著經(jīng)濟(jì)合作和高等教育國(guó)際交流的發(fā)展,水平流動(dòng)也越來(lái)越頻繁,同時(shí)越來(lái)越多的國(guó)家既注重吸收外國(guó)留學(xué)生也注重推動(dòng)本國(guó)學(xué)生到外國(guó)學(xué)習(xí)。通過(guò)對(duì)學(xué)生國(guó)際流動(dòng)情況的分析,我們可以發(fā)現(xiàn),地理環(huán)境、歷史文化傳統(tǒng)、國(guó)家留學(xué)舉措、高等教育發(fā)達(dá)程度等因素影響著學(xué)生的國(guó)際流動(dòng)。 論文認(rèn)為,隨著學(xué)生流動(dòng)規(guī)模的不斷加大,我國(guó)出現(xiàn)了諸如留學(xué)教育質(zhì)量不高、人才流失等問(wèn)題。借鑒具有代表性的美、英、法、德等國(guó)的成功經(jīng)驗(yàn),我國(guó)政府部門應(yīng)注重構(gòu)建質(zhì)量監(jiān)控體系、建立和完善學(xué)生國(guó)際流動(dòng)服務(wù)體系、健全留學(xué)人員回國(guó)支持體系,這對(duì)于促進(jìn)我國(guó)學(xué)生國(guó)際流動(dòng)的良性發(fā)展和將我國(guó)早日建設(shè)成世界留學(xué)中心是十分有益的。
[Abstract]:Although this phenomenon has existed since ancient times, under the background of the globalization of higher education, the flow of college students becomes more frequent, its scale is huge, the population is large. The influence is unprecedented. The international flow of students involves the interests of politics, economy, education, culture and so on, so it has attracted the attention of the countries all over the world. This paper reviews the history of the international flow of students, introduces the history of the international flow of students and the international flow of students in the era of globalization. After analyzing the characteristics and factors of students' international mobility, this paper also analyzes the characteristics and problems of students' mobility in China. Finally, the paper summarizes the trend of international student mobility and its enlightenment to China. The paper holds that in the Han Dynasty China and the Western Europe in the Middle Ages were the centers of studying abroad. But under the background of economic globalization and the globalization of higher education, the international flow of students took on a new pattern. The United States, Britain. Countries with advanced higher education such as France have become the main inflow of students, while countries such as China and India are the major countries in the world, in the current global international student market system. The international mobility of students is mainly from North America, Europe and Oceania, where the population is large, the educational resources are relatively short, and the economic backwardness of the Asia-Pacific region is relatively developed, the education resources are rich, and the quality of education is better. But with the development of economic cooperation and international exchange of higher education, horizontal flow is becoming more and more frequent. At the same time, more and more countries pay attention to both attract foreign students and promote their students to study abroad. Through the analysis of the international flow of students, we can find that the geographical environment, historical and cultural traditions. The measures of studying abroad and the developed degree of higher education influence the international mobility of students. The paper holds that with the increasing scale of student mobility, there are some problems in our country, such as the low quality of study abroad education and the brain drain, etc. The successful experiences of the United States, Britain, France, Germany and so on have been drawn from the representative experience of the United States, Britain, France, Germany and other countries. Chinese government departments should pay attention to the construction of quality control system, the establishment and improvement of student international mobility service system, and improve the return of overseas students support system. It is very beneficial to promote the healthy development of the international flow of Chinese students and to build our country into a center for studying abroad in the world at an early date.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G648.9

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王海燕;高等教育國(guó)際化的理念與實(shí)踐——論美日歐盟諸國(guó)及中國(guó)的高等教育國(guó)際化[J];北京大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2001年S1期

2 張建新;英國(guó)高校學(xué)生的國(guó)際流動(dòng)[J];比較教育研究;2003年05期

3 李聯(lián)明,陳云棠;高等教育國(guó)際化進(jìn)程中國(guó)際學(xué)生流向不均衡現(xiàn)象[J];比較教育研究;2004年02期

4 李聯(lián)明,呂浩雪;高等教育國(guó)際化進(jìn)程中制約國(guó)際學(xué)生流向的主要因素[J];比較教育研究;2004年06期

5 陳學(xué)飛;談?wù)劽绹?guó)高等教育國(guó)際化的若干基本要素[J];比較教育研究;1997年02期

6 黃福濤;“全球化”時(shí)代的高等教育國(guó)際化——?dú)v史與比較的視角[J];北京大學(xué)教育評(píng)論;2003年02期

7 王璐;曹云亮;;論高等教育國(guó)際教育交流中心的轉(zhuǎn)移[J];湖北社會(huì)科學(xué);2006年02期

8 林維明,李毅;關(guān)于高等教育國(guó)際交流與合作的思考[J];廣州大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2003年12期

9 封喜桃;21世紀(jì)教育發(fā)展的一個(gè)基本態(tài)勢(shì)——教育全球化[J];河北大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2000年04期

10 菲利普·阿特巴赫;姜川;陳廷柱;;全球化與國(guó)際化[J];高等教育研究;2010年02期

相關(guān)博士學(xué)位論文 前2條

1 戚德祥;出國(guó)留學(xué)教育與中國(guó)高等教育跨越式發(fā)展[D];東北師范大學(xué);2003年

2 于海峰;當(dāng)代中國(guó)留學(xué)制度研究[D];東北師范大學(xué);2008年

相關(guān)碩士學(xué)位論文 前1條

1 孫珂;歐洲高等教育一體化進(jìn)程中的學(xué)生流動(dòng)研究[D];河北師范大學(xué);2009年

，

本文編號(hào)：1378412