本文選題：來(lái)華國(guó)際學(xué)生 + 學(xué)生來(lái)源��； 參考：《華中師范大學(xué)》2016年博士論文

【摘要】：國(guó)際學(xué)生教育是國(guó)際交流活動(dòng)的重要內(nèi)容之一,對(duì)輸出國(guó)和接收國(guó)的重要性不言而喻。來(lái)華國(guó)際學(xué)生是指持外國(guó)護(hù)照在我國(guó)高等學(xué)校(經(jīng)教育部批準(zhǔn)的實(shí)施全日制高等學(xué)歷教育的普通高等學(xué)校)注冊(cè)接受學(xué)歷教育或非學(xué)歷教育的外國(guó)公民。發(fā)展來(lái)華國(guó)際學(xué)生教育,對(duì)我國(guó)在弘揚(yáng)中華文化、促進(jìn)高教事業(yè)國(guó)際化、搶奪國(guó)際人才資源、增加國(guó)際貿(mào)易收益、促進(jìn)國(guó)際交流與合作等方面具有重要戰(zhàn)略意義。國(guó)際學(xué)生來(lái)華學(xué)習(xí),不僅受我國(guó)穩(wěn)定的社會(huì)局面、較強(qiáng)的綜合國(guó)力,生源國(guó)和中國(guó)的國(guó)際關(guān)系、雙邊貿(mào)易,中國(guó)的獎(jiǎng)學(xué)金政策等宏觀因素的影響,還受到學(xué)生對(duì)中國(guó)文化和教育的認(rèn)可、學(xué)生的經(jīng)濟(jì)承受能力等微觀因素的影響。我國(guó)現(xiàn)代意義的來(lái)華國(guó)際學(xué)生教育,大致經(jīng)歷了初創(chuàng)、中斷和恢復(fù)發(fā)展三個(gè)階段。建國(guó)初期至1966年,來(lái)華國(guó)際學(xué)生教育處于初創(chuàng)階段,其教育管理實(shí)行與當(dāng)時(shí)計(jì)劃經(jīng)濟(jì)相配套的管理體制。其時(shí)來(lái)華學(xué)生規(guī)模小,生源國(guó)僅限于部分社會(huì)主義國(guó)家、周邊民族獨(dú)立國(guó)家,少數(shù)非洲國(guó)家和極少數(shù)資本主義國(guó)家；接收院校少,教育層次普遍較低,學(xué)習(xí)專業(yè)主要集中在語(yǔ)言和理工類學(xué)科。1966年至1972年,受“文化大革命”的影響,來(lái)華國(guó)際學(xué)生教育中斷。至20世紀(jì)70年代初,中國(guó)恢復(fù)在聯(lián)合國(guó)的合法席位,并與多國(guó)建交。在新的國(guó)際形勢(shì)下,我國(guó)于1973年正式恢復(fù)大規(guī)模招收來(lái)華國(guó)際學(xué)生。1978年,我國(guó)實(shí)施改革開(kāi)放戰(zhàn)略,來(lái)華國(guó)際學(xué)生教育進(jìn)入一個(gè)全新的發(fā)展階段。對(duì)來(lái)華國(guó)際學(xué)生實(shí)行教育教學(xué)和管理的體制也由單一封閉逐步走向開(kāi)放和多元化,國(guó)際學(xué)生規(guī)模迅速增加,生源國(guó)幾乎涵蓋世界的絕大多數(shù)國(guó)家和地區(qū),學(xué)生層次均勻分布,學(xué)習(xí)專業(yè)幾乎涵蓋中國(guó)對(duì)國(guó)際學(xué)生開(kāi)放的所有專業(yè)。隨著中國(guó)綜合國(guó)力的提升及世界人民對(duì)中國(guó)認(rèn)知的提高,來(lái)華國(guó)際學(xué)生規(guī)模仍會(huì)呈現(xiàn)增加的趨勢(shì)。然而在來(lái)華留學(xué)的新發(fā)展態(tài)勢(shì)中,許多來(lái)華國(guó)際學(xué)生教育問(wèn)題也隨之產(chǎn)生,來(lái)華國(guó)際學(xué)生教育的事業(yè)發(fā)展遇到了瓶頸,如外語(yǔ)授課課程體系的建設(shè)、師資整體水平的提升、教育管理和服務(wù)質(zhì)量的改善等。來(lái)華國(guó)際學(xué)生教育要取得長(zhǎng)足發(fā)展,保證“2020年50萬(wàn)”目標(biāo)的順利實(shí)現(xiàn),還面臨著很大的挑戰(zhàn)。本文在分析總結(jié)1973年以來(lái)的來(lái)華國(guó)際學(xué)生教育基礎(chǔ)上,借鑒并吸收發(fā)達(dá)國(guó)家先進(jìn)經(jīng)驗(yàn),對(duì)當(dāng)前和今后來(lái)華國(guó)際學(xué)生教育的可持續(xù)發(fā)展提出了若干建議。本文共分為七個(gè)部分。第一部分：導(dǎo)論；導(dǎo)論部分主要闡述了論文的選題緣由、現(xiàn)實(shí)意義、研究?jī)r(jià)值;對(duì)本文研究對(duì)象及來(lái)華國(guó)際學(xué)生進(jìn)行界定,并對(duì)選題的研究范圍進(jìn)行界定；對(duì)已有的選題所處領(lǐng)域的既有成果及研究史進(jìn)行梳理;介紹了本文的研究思路、研究方法。第二部分：來(lái)華國(guó)際學(xué)生教育的歷史基礎(chǔ)。此部分主要介紹現(xiàn)代來(lái)華國(guó)際學(xué)生教育即新中國(guó)成立至1972年間來(lái)華國(guó)際學(xué)生教育體制、發(fā)展?fàn)顩r,生源結(jié)構(gòu)、經(jīng)費(fèi)來(lái)源、接收院校分布、專業(yè)結(jié)構(gòu)等,并總結(jié)新中國(guó)成立至1972年來(lái)華國(guó)際學(xué)生教育的歷史特點(diǎn)。第三部分：新時(shí)期(1973-2013)來(lái)華國(guó)際學(xué)生教育的發(fā)展概況及管理體制之演變。本部分主要從1973年后中國(guó)政治、經(jīng)濟(jì)、社會(huì)、外交、教育等方面的變化和發(fā)展介紹了1973年后來(lái)華國(guó)際學(xué)生教育的時(shí)代背景；介紹了1973-2013年間來(lái)華國(guó)際學(xué)生教育的發(fā)展概況,并分析1973年—2013年封閉的來(lái)華國(guó)際學(xué)生教育體制逐漸過(guò)渡到以高等院校為辦學(xué)主體的開(kāi)放的教育體制,以及來(lái)華國(guó)際學(xué)生教育的政策和制度,如招收自費(fèi)來(lái)華國(guó)際學(xué)生制度、實(shí)行來(lái)華國(guó)際學(xué)生學(xué)位制度、學(xué)籍和學(xué)歷管理制度、漢語(yǔ)水平考試和預(yù)科學(xué)習(xí)制度等。第四部分：近四十年間(19732013)來(lái)華國(guó)際學(xué)生教育“來(lái)”之析。本部分主要分析了來(lái)華國(guó)際學(xué)生教育的“來(lái)”之影響因素,“來(lái)”之源以及“來(lái)”之途徑。本部分首先運(yùn)用推拉理論分析影響來(lái)華國(guó)際學(xué)生的影響因素,如中國(guó)政治、社會(huì)環(huán)境、外交關(guān)系、教育質(zhì)量、就業(yè)和創(chuàng)業(yè)環(huán)境等；然后分析了來(lái)華國(guó)際學(xué)生生源國(guó)結(jié)構(gòu)和洲別分布；最后分析了來(lái)華國(guó)際學(xué)生的經(jīng)費(fèi)來(lái)源,如中國(guó)政府獎(jiǎng)學(xué)金、地方政府獎(jiǎng)學(xué)金、學(xué)校獎(jiǎng)學(xué)金、企業(yè)獎(jiǎng)學(xué)金、交換生及自費(fèi)生規(guī)模及分布等。第五部分：近四十年間(19732013)來(lái)華國(guó)際學(xué)生教育“學(xué)”之析。本部分主要分析了來(lái)華國(guó)際學(xué)生“學(xué)”在哪里、學(xué)什么以及以什么身份學(xué)的問(wèn)題,從而具體分析了不同階段來(lái)華國(guó)際學(xué)生接受院校分布、專業(yè)分布及學(xué)歷結(jié)構(gòu)等。第六部分：近四十年間(19732013)來(lái)華國(guó)際學(xué)生“管”之析。本部分從微觀角度分析了對(duì)來(lái)華國(guó)際學(xué)生的“管”,主要闡述了高等院校對(duì)來(lái)華國(guó)際學(xué)生的教學(xué)管理、日常生活管理、政治管理、實(shí)習(xí)管理及參與社會(huì)活動(dòng)方面的管理等。第七部分：總結(jié)與反思。本部分將總結(jié)1973——2013年間來(lái)華國(guó)際學(xué)生教育的發(fā)展規(guī)律,反思國(guó)際學(xué)生教育中的問(wèn)題,并與國(guó)際上國(guó)際學(xué)生教育較發(fā)達(dá)國(guó)家的經(jīng)驗(yàn)進(jìn)行比較,以期得出歷史經(jīng)驗(yàn)、提出發(fā)展要求,即提出尋求適合于我國(guó)當(dāng)前及未來(lái)來(lái)華國(guó)際學(xué)生教育發(fā)展的建議。
[Abstract]:International student education is one of the important contents of international exchange activities. It is self-evident to the importance of the exporting and receiving countries. International students come to China to refer to foreign passports in foreign countries to register for educational or non academic education in our higher schools (general higher schools approved by the Ministry of education for full time higher education). The development of international student education in China is of great strategic significance to our country in carrying forward Chinese culture, promoting the internationalization of higher education, snatching international talent resources, increasing international trade income, and promoting international exchanges and cooperation. The impact of macro factors such as international relations between China and China, bilateral trade and China's scholarship policy are influenced by students' recognition of Chinese culture and education, and the influence of students' economic endurance. The international student education in China's modern significance in China has experienced the three stages of founding, interruption and recovery. From the beginning to 1966, the international student education in China was in the initial stage, and its education management implemented a management system that matched the planned economy at that time. When the students came to China, the students were small, the country was limited to some socialist countries, the neighboring national independent countries, the few African countries and the very few capitalist countries; the receiving colleges and universities were less and the education layer was received. At the beginning of 1970s, China resumed its legal seat in the United Nations and established diplomatic relations with many countries. Under the new international situation, China officially resumed large-scale recruitment in 1973. In the new international situation, China resumed large-scale recruitment in 1973. In the new international situation, China resumed large-scale recruitment in 1973. In.1978, China carried out the strategy of reform and opening up in China. The international student education in China has entered a new stage of development. The system of education and management for the students coming to China is gradually open and diversified, the scale of international students has increased rapidly, and the country of origin almost covers the vast majority of the world. In countries and regions, the level of students is evenly distributed, and the major of learning covers almost all the majors open to international students in China. With the promotion of China's comprehensive national strength and the improvement of the world's people's awareness of China, the international student scale will continue to increase. However, in the new development trend of studying in China, many international studies come to China. The problem of student education has come into being. The development of international student education in China has encountered bottlenecks, such as the construction of the curriculum system for foreign language teaching, the improvement of the overall level of teachers, the improvement of the quality of education and the improvement of the quality of service. On the basis of analyzing and summarizing the international student education in China since 1973, this paper puts forward some suggestions for the sustainable development of international student education in China at present and in the future. This article is divided into seven parts. The first part is introduction; the introduction part mainly expounds the selection of the paper. The reason, the practical significance, the value of research, the definition of the research object and the international students in China, the definition of the research scope of the topic, the existing achievements and research history of the existing topics, the research ideas and the research methods. The second part: the historical basis of the international student education in China. This part mainly introduces the modern Chinese international student education, namely, the international student education system, the development situation, the source structure, the source of funds, the distribution of colleges and universities, the professional structure and so on, and the third part: the new period (1973-2013): the new period (1973-2013): the new period (1973-2013) The development of the international student education in China and the evolution of its management system are introduced in this part of China's political, economic, social, diplomatic, education and other aspects after the 1973. This part introduces the background of the international student education in China in 1973, introduces the development of international student education in China in the past 1973-2013 years, and analyzes 1973 From 2013 to 2013, the closed China international student education system was gradually transferred to an open education system with higher institutions as the main body of the school, as well as the policy and system for international student education in China, such as the admission of the international student system to China, the implementation of the international student degree system in China, the management system of academic records and education, the Chinese Proficiency Test and the Chinese proficiency test. The fourth part: the analysis of the "coming" of international student education in China in the last forty years (19732013). This part mainly analyzes the influence factors of "coming" in the international student education in China, the source of "coming" and the way of "coming". Such as Chinese politics, social environment, diplomatic relations, quality of education, employment and entrepreneurial environment, and then analyses the structure and distribution of students in China, and finally analyses the sources of funding for international students in China, such as Chinese government scholarships, local government scholarships, school scholarships, business scholarships, exchange students and self-employed students. The fifth part: the analysis of the "learning" of the international student education in China in the last forty years (19732013). This part mainly analyzes where the "learning" of the international students in China, what to learn and the question of what identity is, so that the distribution, professional distribution and educational background of the students in China are analyzed in different stages. The sixth part: the analysis of the "management" of international students coming to China in the last forty years (19732013). This part analyses the "management" of the international students from the microcosmic perspective. It mainly expounds the management of the teaching of international students to China, the management of daily life, the management of politics, the management of internship and the management of the social activities. The seven part: summary and reflection. This section will summarize the development law of international student education to China during the period of 1973 - 2013, reflect on the problems in international student education, and compare with the experience of international student education in the more developed countries, in order to get historical experience and put forward the demand for development, that is to propose to seek the current and the failure of our country. Suggestions for the development of international students' Education in China.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G648.9
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本文編號(hào)：2024140