国际教育合作机制的理论探析  

A Theoretical Study on Cooperative System in International Education

作　　者：唐晓萍[1] 

机构地区：[1]广西教育学院,广西南宁530001

出　　处：《广西师范学院学报（哲学社会科学版）》2007年第2期119-122,共4页Journal of Guangxi Teachers Education University：Philosophy and Social Sciences Edition

基　　金：国家社会科学基金资助项目"中国-东盟教育合作机制研究"(项目批准号:04BGJ006)系列论文之一

摘　　要：国际教育合作机制是国家之间在特定教育领域以一定合作预期为核心,为促使合作行为规范化和确保合作结果而作出的一系列具有控制性的安排,包括合作的原则、规范和程序等。预期依存性,是合作机制发生的主要动因;互动互控性,是合作机制作用的主要对象;规程性,是合作机制建构的基本形态。国际教育合作机制具有提供对称信息、推动行为体共同作为、影响合作效益增长的互知、互为、互惠等功能性作用。Cooperative system in international education involves a set of complex operation structures, which are agreed within a number of countries in the field of education. It contains consistent cooperation objectives, operating standards, expecting outcomes and so on. In general, three main characters exist in this cooperative system： one is cooperation plans, which are designed by depending on collaboration motivations; the second is to operate interactions, which happen between cooperative entities; the last is the operation rules, which are built on an identical cooperation standard. Participant countries would benefit form this collaboration to achieve better development in education.

关 键 词：国际 教育合作 机制 

分 类 号：G513.3[文化科学—教育学]