本文選題：對(duì)外教育援助 + 理念　； 參考：《浙江師范大學(xué)》2012年碩士論文

【摘要】：對(duì)外教育援助作為對(duì)外援助的重要組成部分,越來(lái)越受到世界各國(guó)的重視。而國(guó)際援助結(jié)構(gòu)中,美國(guó)和日本占據(jù)著重要的地位。前者不論在發(fā)展歷史、援助規(guī)模,還是援助政策和管理模式上都處于世界領(lǐng)先地位,后者歷經(jīng)六十多年的發(fā)展,對(duì)外援助戰(zhàn)略逐漸形成了自身的特點(diǎn),并且在20世紀(jì)90年代連續(xù)八年保持世界第一。美國(guó)和日本的對(duì)外教育援助是比較有代表性的,比較兩國(guó)的對(duì)外教育援助有助于加深對(duì)國(guó)際教育援助的認(rèn)識(shí),對(duì)我國(guó)的對(duì)外教育援助事業(yè)也具有重要的啟發(fā)意義。 本研究以美國(guó)和日本的對(duì)外教育援助為研究對(duì)象,運(yùn)用文獻(xiàn)法、比較法、歷史法和因素分析法,從兩國(guó)對(duì)外教育援助的發(fā)展歷史、對(duì)外教育援助理念、對(duì)外教育援助內(nèi)容和形式、對(duì)外教育援助效果和評(píng)價(jià)以及對(duì)外教育援助區(qū)域分布等方面,比較分析了兩國(guó)對(duì)外教育援助的異同。研究發(fā)現(xiàn),美國(guó)和日本對(duì)外教育援助是緊緊追隨本國(guó)對(duì)外援助戰(zhàn)略的,并隨著本國(guó)在各個(gè)時(shí)期的對(duì)外戰(zhàn)略的變化而變化。兩國(guó)對(duì)外教育援助理念依附于國(guó)家整體對(duì)外戰(zhàn)略,并為其國(guó)家利益服務(wù),都具有很強(qiáng)的戰(zhàn)略工具性。美國(guó)的對(duì)外教育援助理念當(dāng)中政治戰(zhàn)略、意識(shí)形態(tài)和國(guó)家安全因素方面的考慮比較多,而日本的對(duì)外教育援助理念始終是尋找外交戰(zhàn)略與經(jīng)濟(jì)發(fā)展戰(zhàn)略的最佳利益均衡點(diǎn)。在對(duì)外教育援助內(nèi)容和形式上,二者存在比較大的差異,美國(guó)在對(duì)外教育援助軟件建設(shè)上的投入比例遠(yuǎn)遠(yuǎn)高于日本,而在學(xué)�；A(chǔ)設(shè)施建設(shè)等硬件援助方面,日本投入的比例則要大于美國(guó)。美國(guó)和日本都成立了專門的對(duì)外援助機(jī)構(gòu),并形成了自己富有特色的管理模式,重視對(duì)外援助效果和評(píng)價(jià)。在對(duì)外教育援助分布區(qū)域上,美國(guó)和日本都將亞洲、非洲和拉丁美洲作為對(duì)外教育援助的重點(diǎn)區(qū)域,只不過(guò)在某些時(shí)期會(huì)根據(jù)本國(guó)對(duì)外戰(zhàn)略的需要進(jìn)行一定的調(diào)整。 本研究在比較分析美國(guó)和日本對(duì)外教育援助基礎(chǔ)上,結(jié)合我國(guó)對(duì)外教育援助發(fā)展的實(shí)際情況,進(jìn)行了總結(jié)和思考,希望能夠?yàn)槲覈?guó)對(duì)外教育援助的發(fā)展提供某些有益的借鑒和啟示。本文認(rèn)為,一國(guó)對(duì)外援助的最終目的是為了實(shí)現(xiàn)國(guó)家利益,對(duì)外教育援助應(yīng)該也能夠?yàn)樵鷩?guó)帶來(lái)政治、經(jīng)濟(jì)、安全和文化等方面的國(guó)家利益；對(duì)外教育援助具有援助產(chǎn)品屬性和教育產(chǎn)品屬性,本質(zhì)上來(lái)說(shuō)是不同文化之間的沖撞和融合。因此,我國(guó)的對(duì)外教育援助乃至整個(gè)對(duì)外援助,需要做好以下幾個(gè)方面的工作,一是要形成科學(xué)、合理的對(duì)外援助理念體系；二是要突出對(duì)外教育援助的中國(guó)文化特色；三是要形成統(tǒng)一、高效的對(duì)外援助管理和評(píng)價(jià)體
[Abstract]:As an important part of foreign aid, foreign education aid has been paid more and more attention by countries all over the world. In the international aid structure, the United States and Japan play an important role. The former is in a leading position in the world in terms of development history, aid scale, aid policy and management mode. After more than 60 years of development, the foreign aid strategy has gradually formed its own characteristics. And in the 1990 s to maintain the world for eight consecutive years. The foreign educational aid of the United States and Japan is more representative. Comparing the foreign educational aid of the two countries is helpful to deepen the understanding of the international educational aid, and also has important enlightening significance to our country's foreign education aid cause. This study takes the foreign educational aid of the United States and Japan as the research object, applies the literature method, the comparative method, the historical law and the factor analysis method, from the two countries foreign education aid development history, the foreign education aid idea, The contents and forms of foreign education aid, the effect and evaluation of foreign education aid and the regional distribution of foreign education aid are compared and analyzed. It is found that the foreign education aid of the United States and Japan closely follows its own foreign aid strategy and changes with the changes of its foreign strategy in various periods. The concept of foreign education aid of the two countries depends on the overall foreign strategy of the country and serves their national interests. Both countries have a strong strategic instrumental nature. The political strategy, ideology and national security factors are considered in American foreign education aid concept, while Japan's foreign education aid concept is always the best benefit balance point to find diplomatic strategy and economic development strategy. In terms of the content and form of foreign educational aid, there is a big difference between the two. The proportion of US investment in foreign educational aid software construction is much higher than that in Japan, while in the area of hardware assistance such as school infrastructure construction, Japan's share of investment is larger than that of the United States. Both the United States and Japan have set up special foreign aid agencies, and have formed their own unique management model, which attaches importance to the effectiveness and evaluation of foreign aid. In the distribution of foreign education aid, the United States and Japan regard Asia, Africa and Latin America as the key regions of foreign education aid, but in some periods they will adjust their foreign strategy according to the needs of their own foreign strategy. On the basis of comparative analysis of foreign educational aid from the United States and Japan, this study summarizes and ponders the development of foreign education aid in China. Hope to provide some useful reference and enlightenment for the development of our country's foreign education aid. This paper holds that the ultimate purpose of a country's foreign aid is to realize the national interest, and foreign education aid should also bring political, economic, security and cultural benefits to the donor country. Foreign educational aid has the attributes of aid products and educational products, which is essentially a clash and fusion between different cultures. Therefore, our country's foreign education aid, even the whole foreign aid, needs to do well in the following aspects: first, to form a scientific and reasonable foreign aid concept system, second, to highlight the Chinese cultural characteristics of foreign education aid; Third, it is necessary to form a unified and efficient foreign aid management and evaluation system.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G649.1

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本文編號(hào)：1824300