【摘要】：在科技與信息迅速發(fā)展的今天，國際化已經(jīng)成為教育發(fā)展的一種全球性趨勢，它不僅是一種教育理想，而且是一種正在全球范圍內(nèi)展開的教育實踐活動。教育國際化是世界各國教育在21世紀改革的共同方向，是提高國家競爭力的關鍵所在。為了提高高等職業(yè)教育國際化的水平，澳大利亞政府對國際教育政策進行幾次重大調(diào)整，逐步形成了具有自己特色的高等職業(yè)教育國際化發(fā)展戰(zhàn)略。澳大利亞僅經(jīng)過20多年努力，就從職業(yè)教育進口國變成職業(yè)教育出口國，因此澳大利亞高等職業(yè)教育國際化辦學經(jīng)驗值得我們借鑒和學習。 通過對澳大利亞高等職業(yè)教育國際化社會背景的分析，揭示了國際化辦學是經(jīng)濟全球化、文化多元化以及信息網(wǎng)絡化發(fā)展趨勢下高等職業(yè)發(fā)展的必然選擇。本研究以時間為線索，介紹了澳大利亞高等職業(yè)教育國際化辦學的發(fā)展歷程。20世紀50年代到70年代末期，澳大利亞的海外學生政策以“援助”為主要特征，這個時期被稱為對外援助時期。從20世紀80年代中期開始，澳大利亞跨國教育進入對外貿(mào)易時期。澳大利亞跨國職業(yè)教育貿(mào)易在規(guī)模和水平上都取得了巨大發(fā)展，但是這種自由發(fā)展的出口貿(mào)易也衍生出諸多社會問題。為了遏制這些社會弊病的蔓延，保障教育貿(mào)易服務的質量和效益，從20世紀90年代中期開始，澳大利亞政府加大了對跨國教育的法制規(guī)范，澳大利亞高等職業(yè)教育國際化辦學進入法制化時期。 本研究主要從辦學理念、課程體系、師資隊伍、辦學形式四個方面對澳大利亞高等職業(yè)教育國際化辦學模式進行詳細論述。澳大利亞高度重視職業(yè)教育質量，致力于打造世界教育品牌。為了培養(yǎng)國際化人才，澳大利亞不僅使原有課程國際化而且增加了有國際意義的課程。澳大利亞規(guī)范了國際教師的任用制度，建立國際教師考核與培訓機制。澳大利亞高等職業(yè)教育國際化程度比較高，除了招收海外留學生以外，還對外合作辦學、建立海外分校、開設遠程教育。通過對澳大利亞高等職業(yè)教育國際化辦學經(jīng)驗的總結，提出對我國高等職業(yè)教育國際化辦學的對策和建議。 為了加快中國高等職業(yè)教育的國際化進程和培養(yǎng)國際化人才，就必須更新辦學理念，，促進教師和學生的國際流動，與國外開展多種形式的合作辦學，探索適合我國職業(yè)教育國際化發(fā)展的辦學模式。
[Abstract]:With the rapid development of science and technology and information, internationalization has become a global trend in the development of education. It is not only an educational ideal, but also an educational practice activity being carried out in the world. The internationalization of education is the common direction of education reform in the 21st century, and the key to improve national competitiveness. In order to improve the level of internationalization of higher vocational education, the Australian government has made several major adjustments to the international education policy and gradually formed its own development strategy of internationalization of higher vocational education. Australia has changed from a vocational education importing country to a vocational education exporting country only through more than 20 years' efforts. Therefore, the experience of international running of higher vocational education in Australia is worthy of our reference and study. Based on the analysis of the social background of internationalization of higher vocational education in Australia, it is revealed that international education is the inevitable choice of higher vocational development under the trend of economic globalization, cultural pluralism and information networking. Based on the clue of time, this study introduces the development of international higher vocational education in Australia. From the 1950s to the end of 1970s, the overseas student policy of Australia is characterized by "aid". This period is called the period of foreign aid. Since the mid-1980 s, Australia's transnational education has entered the period of foreign trade. Australia's transnational trade in vocational education has made great progress in scale and level, but the free development of export trade also gives rise to many social problems. In order to curb the spread of these social ills and ensure the quality and efficiency of educational trade services, the Australian government has strengthened the legal system of transnational education since the mid-1990s. The internationalization of higher vocational education in Australia has entered the period of legalization. This research mainly discusses the international running mode of higher vocational education in Australia from four aspects: school idea, curriculum system, teaching staff and school form. Australia attaches great importance to the quality of vocational education, committed to building the world education brand. In order to train internationalized talents, Australia not only internationalizes the original curriculum, but also adds international courses. Australia has standardized the appointment system of international teachers and established an international teacher assessment and training mechanism. Higher vocational education in Australia has a high degree of internationalization. In addition to recruiting overseas students, it also cooperates with foreign countries to run schools, establish overseas campuses and open distance education. By summing up the experience of internationalization of higher vocational education in Australia, this paper puts forward some countermeasures and suggestions for the internationalization of higher vocational education in China. In order to speed up the internationalization process of higher vocational education in China and train internationalized talents, it is necessary to renew the idea of running a school, promote the international flow of teachers and students, and carry out various forms of cooperation in running schools with foreign countries. To explore the mode of running a school suitable for the internationalization development of vocational education in China.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G719.611

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