本文關(guān)鍵詞： 印度 工程技術(shù) 工程技術(shù)教育　出處：《西南大學(xué)》2012年博士論文　論文類型：學(xué)位論文

【摘要】：作為專業(yè)高等教育的重要組成部分,印度工程技術(shù)教育發(fā)端于近代殖民地時(shí)期。隨著印度獨(dú)立,聯(lián)邦政府高度重視以工程技術(shù)教育興國(guó),以此實(shí)現(xiàn)真正意義上的國(guó)家獨(dú)立。國(guó)家層面由上至下的大力推動(dòng),20世紀(jì)80年代末的經(jīng)濟(jì)自由化改革,加之上世紀(jì)80年代世界范圍的高等教育改革及私立高等教育的大發(fā)展,這三大因素使印度工程技術(shù)教育取得巨大發(fā)展,并形成層級(jí)分明、結(jié)構(gòu)完備的工程技術(shù)教育體系。涌現(xiàn)出印度理工學(xué)院,印度科學(xué)學(xué)院、印度管理學(xué)院等世界一流大學(xué)。工程技術(shù)教育的大發(fā)展不僅使印度近年來經(jīng)濟(jì)增長(zhǎng)率持續(xù)保持在9%左右,也使其綜合國(guó)力得到全面提升。對(duì)于一個(gè)多人口,多民族、多種族、多宗教且始終沖突不斷的發(fā)展中國(guó)家而言,可說是一個(gè)奇跡。 中國(guó)與印度同為世界文明古國(guó),都擁有古老悠久的歷史文明與多元的燦爛文化,皆在近代經(jīng)歷苦難深重的殖民侵略。而今兩國(guó)同為崛起中的發(fā)展中人國(guó),共處經(jīng)濟(jì)轉(zhuǎn)型之中,面臨諸多共性問題。相似的國(guó)情使兩國(guó)高等教育也面臨許多共同問題,如促進(jìn)高等教育入學(xué)機(jī)會(huì)與提升質(zhì)量的壓力、公共經(jīng)費(fèi)緊張與高等教育擴(kuò)充問的矛盾,高等教育結(jié)構(gòu)火衡引發(fā)的畢業(yè)生就業(yè)難等。因而對(duì)印度高等教育發(fā)展進(jìn)行研究可對(duì)我國(guó)帶來更具意義的啟示�；趦蓢�(guó)的相似性,及在世界政治經(jīng)濟(jì)格局中的影響力量,近年米在兩方研究界有一派學(xué)者從中長(zhǎng)期戰(zhàn)略的角度提出并論證印度在發(fā)展經(jīng)濟(jì)實(shí)力的政策與措施方面,將趕上并超過中國(guó)。此后,“龍象之爭(zhēng)”的對(duì)比一直方興朱艾。基于兩國(guó)相似性及印度的強(qiáng)勢(shì)發(fā)展,我們需要向印度學(xué)習(xí)并借鑒其先進(jìn)之處,促進(jìn)我國(guó)高等教育的發(fā)展。 國(guó)內(nèi)學(xué)界在外國(guó)高等教育研究方面多以歐美發(fā)達(dá)國(guó)家為研究對(duì)象,鮮有涉及印度高等教育,對(duì)其進(jìn)行深度解忻的研究則少之又少。我國(guó)高等教育歷經(jīng)30多年改革發(fā)展,已建立起學(xué)科門類齊全,教育教學(xué)質(zhì)量較高,規(guī)模強(qiáng)人的高等教育體系。但在發(fā)展中仍存在不少問題,尤其在專業(yè)高等教育領(lǐng)域,尚存有許多發(fā)展困境。印度工程工程技術(shù)教育發(fā)展的成功經(jīng)驗(yàn),或失敗教訓(xùn),無疑都對(duì)我國(guó)有重要啟示意義及借鑒作用。國(guó)內(nèi)高教界尚無人對(duì)此進(jìn)行系統(tǒng)研究,這成為本研究的立論基礎(chǔ)。 本論文以印度工程技術(shù)教育為研究對(duì)象,在第一章中,以印度宗教教育及文化發(fā)展為背景,探析印度教育與工程技術(shù)教育發(fā)展的歷史脈絡(luò)。根據(jù)辦學(xué)主體、辦學(xué)形式、學(xué)科結(jié)構(gòu)等特征,將其發(fā)展分為殖民地時(shí)期,獨(dú)立后至20世紀(jì)80年代末期,80年代至今三個(gè)主要發(fā)展階段。在萌芽階段的殖民地時(shí)期,工程技術(shù)教育具有規(guī)模小且質(zhì)量無從保障的特征；在第二階段,工程技術(shù)教育具有國(guó)家戰(zhàn)略調(diào)控的特征；在第二階段,具有國(guó)家與市場(chǎng)因素影響強(qiáng)大且私立工程技術(shù)教育異軍突起的特征。縱向回顧基礎(chǔ)上,以橫向視角從類型、規(guī)模與質(zhì)量三方面分析印度工程技術(shù)教育現(xiàn)狀：印度工程技術(shù)教育機(jī)構(gòu)擁有層級(jí)分明的四類院�！《壤砉W(xué)院、國(guó)立技術(shù)學(xué)院、邦立工程技術(shù)院校和私立工程技術(shù)院校；機(jī)構(gòu)規(guī)模和學(xué)生規(guī)模皆高度發(fā)展；教師質(zhì)量、生源情況、基礎(chǔ)設(shè)施及經(jīng)費(fèi)狀況和畢業(yè)生就業(yè)情況存在巨大差異。根據(jù)教育從宗教性到世俗性,及工程技術(shù)教育從隱性性到顯性的發(fā)展歷程展現(xiàn)其發(fā)展全景。 第二章分析歸納印度工程技術(shù)教育特征。著重論證國(guó)家性,教育機(jī)構(gòu)的多樣性,管理結(jié)構(gòu)的分權(quán)性,人才培養(yǎng)體系的獨(dú)特性四大特征。在國(guó)家性特征中,國(guó)家始終扮演主體決定性角色,市場(chǎng)需求及高等教育系統(tǒng)自身發(fā)展需要都處于次要地位；在工程技術(shù)教育機(jī)構(gòu)多樣性特征中,印度工程技術(shù)教育體現(xiàn)著精英教育與大眾教育并行,學(xué)位教育與學(xué)歷教育共存的特點(diǎn)；在管理結(jié)構(gòu)的分權(quán)性中,因印度政治體制的民主分權(quán)性,使工程技術(shù)教育具有獨(dú)特管理體制,政府與高等教育間由中介組織進(jìn)行連接。在高校內(nèi)部,施行分權(quán)管理體制,確保高校自治權(quán)并極力營(yíng)造學(xué)術(shù)獨(dú)立和學(xué)術(shù)自由氛圍,最大程度發(fā)揮教師與學(xué)生活力；在人才培養(yǎng)體系獨(dú)特性中,探討了嚴(yán)苛的招生選拔制度,多元的專業(yè)設(shè)置與課程體系和工程技術(shù)教育的國(guó)際化。此四大特征保證了印度工程技術(shù)教育的全面多元發(fā)展,使其取得巨大成就。 第三章剖析印度工程技術(shù)教育存在的四大問題。即工程技術(shù)教育教育的失衡性發(fā)展,表現(xiàn)在教育質(zhì)量?jī)杉?jí)分化嚴(yán)重,學(xué)位結(jié)構(gòu)不平衡,教育機(jī)構(gòu)地區(qū)性分布數(shù)量的不平衡幾個(gè)方面；工程技術(shù)教育系統(tǒng)師資整體性緊缺；管理體制缺乏靈活性,著重探析高等教育附屬制對(duì)工程技術(shù)教育發(fā)展的校級(jí)影響；工程技術(shù)教育領(lǐng)域失業(yè)與人才外流問題嚴(yán)重。這四大問題嚴(yán)重影響印度工程技術(shù)教育的更好發(fā)展。 第四章以國(guó)家、市場(chǎng)、高教系統(tǒng)學(xué)術(shù)三角模型深入研究印度工程技術(shù)教育發(fā)展中各影響因素的力量及程度,形成四類不同教育機(jī)構(gòu)的發(fā)展動(dòng)力機(jī)制模型。得出在工程技術(shù)教育發(fā)展過程中,國(guó)家因素為內(nèi)驅(qū)動(dòng)力,市場(chǎng)因素為顯性動(dòng)力,高等教育系統(tǒng)為隱性動(dòng)力的結(jié)論。但在不同類型的教育機(jī)構(gòu)中,三者的關(guān)系格局又有所不同,同時(shí)幾類教育機(jī)構(gòu)發(fā)展的不同時(shí)期三者關(guān)系格局具有動(dòng)態(tài)變化特征。輔之以三重螺旋模型集中深度解析國(guó)家、市場(chǎng)、高教系統(tǒng)三因素構(gòu)成的動(dòng)力機(jī)制模型所引發(fā)的各種問題,并指出修正的途徑。 第五章得出印度工程技術(shù)教育發(fā)展對(duì)我國(guó)高等教育改革的啟示：建立多元高等教育質(zhì)量監(jiān)控體系；尋求全面教育政策支持；加快高等教育國(guó)際化發(fā)展；建立合理有序的高等教育生態(tài)環(huán)境；高等教育的學(xué)術(shù)性與職業(yè)性并重；引入分權(quán)式民主化管理體制；私立教育與公立教育并行；促進(jìn)國(guó)家、市場(chǎng)與高等教育系統(tǒng)三螺旋共同上升。
[Abstract]:As an important part of higher education, India engineering technology education originated from the colonial period. With the independence of India, the federal government attaches great importance to education engineering education, in order to achieve a real sense of independence. Vigorously promote national level from top to bottom, the economic liberalization reform at the end of 1980s, the world development in 80s the last century, the reform of higher education and private higher education, these three factors make India engineering technology education has made great development, and the formation of hierarchical structure, complete the engineering education system. The emergence of the Indian Institutet of Technology, India Academy of Sciences, India Institute of management and other world-class universities. The development of engineering education not only makes India in recent years the rate of economic growth continued to remain at around 9%, the comprehensive national strength has been fully upgraded. For more than a It is a miracle that the population, multi ethnic, multi ethnic, multi religious and constantly conflicting developing countries are concerned.
China and India with the ancient civilizations in the world, has a long history of ancient civilization and splendid culture are diverse, in the modern experience of colonial aggression in deep distress. Now the two countries with the development of the rise of people's coexistence of economic transition, facing many common problems. A similar situation between the two countries is also facing a lot of higher education common problems, such as the promotion of higher education opportunity pressure and improve the quality of the public funds, and asked the contradiction of higher education expansion in higher education structure, fire scale caused by the difficult employment of graduates. So the development of India higher education research can bring more meaningful enlightenment to our country. Based on their similarity, and political and economic situation in the world influence in recent years, in the two party research community is a scholars from the long-term strategic perspective and argues that India in the development of the economic strength of the government In terms of policies and measures, will catch up with and surpass the China. Since then, "thedragonandelephant" Zhu AI. Two similar Fangxing has been strong development and based in India, we need to learn from India and learn from its advanced, promote the development of higher education in China.
Domestic scholars in the study of foreign higher education in developed countries as the research object, rarely involved in India higher education, to carry out research on the analytic depth is less and less. Higher education in China after 30 years of reform and development, has established a wide range of disciplines, the teaching quality of higher education, the scale of the higher. Education system. But there are still many problems in the development of higher education, especially in the professional field, there were many difficulties. The successful experiences of India engineering technology in the development of education, or failure, for I will undoubtedly state-owned heavy and reference significance. Domestic higher education there is no systematic study of this. A theoretical basis for this research.
This paper takes India engineering education as the research object, in the first chapter, taking India religious education and cultural development as the background, the history of India education and engineering technology education development. According to the school principal, school form, subject structure characteristic, divides the development into the colonial period, after independence to the end of the 1980s since 80s, the three main stages. At the early stage of the colonial period, engineering education has the characteristics of small scale and quality without guarantee; in the second stage, engineering education has the characteristics of national strategic regulation; in the second stage, with characteristics of state and market factors and strong private engineering education in the A new force suddenly rises. on the basis of the review. The longitudinal, transverse to the view from the type, size and quality of the three aspects of analysis of the status quo of India Engineering Education: India Engineering Technology Education Press Structure has four colleges: Indian Institutet of Technology hierarchy, National Institute of technology, state engineering institutions and private engineering colleges; student organization scale and scale all height development; the quality of teachers, students, infrastructure and financial situation and the employment situation there is a huge difference. According to the education from the religious to the secular, and engineering education from the development of dominant recessive to show its development panorama.
The second chapter analyzes India engineering education. It emphasizes the national characteristics, the diversity of educational institutions, decentralization of management structure, the unique system of the four major characteristics of talent training. In the national character, the state always play the main decisive role, market demand and the system of higher education development needs in a secondary position; in the mechanism of engineering education diversity, India engineering and technology education embodies the elite education in parallel with the mass education, characteristics of degree education and degree education coexist; in the decentralized management structure, because of the India Democratic Decentralization of political system, the engineering education has a unique management system, government and higher education by intermediary organizations connected. In Colleges and universities, the implementation of decentralized management system, to ensure that the university autonomy and academic independence and freedom to create atmosphere, the largest The extent of activity of teachers and students; the personnel training system is unique, discusses the strict enrollment system, the internationalization of diverse professional setting and curriculum system and engineering education. The four features to ensure India engineering technology education comprehensive and diversified development, which has made great achievements.
The third chapter analyzes the four major problems of India engineering technology education. The imbalance of development of education engineering education, serious in the two stage differentiation of the quality of education, degree structure imbalance, the imbalance of several aspects of regional distribution of the number of educational institutions; system engineering technology education teachers overall shortage; management system lacks the flexibility, focus on the university affiliated system of higher education on the development of engineering education; engineering education in the field of unemployment and serious brain drain problem. The four major issues affecting the better development of India engineering education seriously.
In the fourth chapter, the state, market, research strength and degree of the influence factors of India engineering technology in the development of education in higher education system, academic triangle model, model development dynamic mechanism of the formation of four different types of educational institutions. In the development process of engineering and technology education in the country, for internal drive, market factors as the dominant power. Higher education system as a recessive power of conclusion. But in different types of educational institutions, the pattern of the relationship between the three is different, and development of several types of educational institutions in different periods of the relationship between the three patterns with dynamic characteristics. Complemented by three spiral model on the depth analysis of state, market, various problems caused by the model the dynamic mechanism of the three factors constitute the system of higher education, and points out that the correct way.
The fifth chapter draws inspiration from India engineering technology education on the development of higher education reform in China: to establish the quality control system of multiple higher education; to seek a comprehensive education policy support; accelerate the development of the internationalization of higher education; to establish a reasonable and orderly ecological environment of higher education; higher education academic both with occupation; introducing decentralized democratic management system public education and private education; parallel; promote the national market, and the higher education system of three common spiral rising.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：G649.351

【引證文獻(xiàn)】

中國(guó)期刊全文數(shù)據(jù)庫(kù) 前1條

1 沙潔;徐子聞;朱琳玲;;應(yīng)用型大學(xué)數(shù)據(jù)庫(kù)學(xué)科實(shí)踐教學(xué)體系探索[J];計(jì)算機(jī)教育;2014年05期

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本文編號(hào)：1489067