改革开放以来我国留学教育发展历程与演进逻辑  

On the Developmental Course and the Logic of Evolution of Oversea Study Education since Reform and Opening-up

作　　者：李婵玉 朱智斌[1] LI Chanyu;ZHU Zhibin(School of Education,Shaanxi Normal University,Xi’an,Shaanxi,710062,China)

机构地区：[1]陕西师范大学教育学院

出　　处：《教育文化论坛》2019年第5期77-85,共9页Tribune of Education Culture

摘　　要：留学教育在我国现代化事业中具有不可替代的作用。四十多年来,我国留学教育先后经历了留学教育的恢复(1978—1991年)、留学教育的规范化(1992—2000年)、留学教育的多元化(2001—2012年)以及留学教育的新发展(2013年至今)4个阶段。从被动应对竞争到主动参与,从满足国家发展需求到追求个体自我实现,从知识引进到民心相通,留学教育已经成为构建人类命运共同体的坚实桥梁,但也存在着留学教育价值取向功利化,留学群体低龄化趋势、留学教育多元主体尚未形成合力等问题。Oversea study education has been playing an irreplaceable role in the Chinese modernization construction.Over the past 40 years,the Chinese oversea study education has experienced four stages of the restoration(1978-1991),the standardization(1992-2000),the diversification(2001-2012)and the new development(2013-present).From passive to active participation,from meeting national needs to pursuing individual self-fulfillment,from introducing knowledge to interlinking the hearts and minds,the oversea study education has become a solid bridge to build a community of shared future for the mankind.But it still has problems,such as the utilitarian value orientation in oversea study education,the tendency of the younger age of students,and no resultant force formed by multiple main bodies.

关 键 词：留学教育 发展历程 演进逻辑 改革开放 一带一路 

分 类 号：G647[文化科学—高等教育学]