中国教育国际传播体系刍议——基于拉斯韦尔5W传播过程理论视角  

A Discussion on International Communication System of China’s Education——Based on Harold Lasswell’s 5W Communication Theory

作　　者：刘宝存[1] 王婷钰 LIU Baocun;WANG Tingyu(Institute of International and Comparative Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2023年第1期3-13,共11页International and Comparative Education

基　　金：2019年度教育部哲学社会科学研究重大课题攻关项目“‘一带一路’国家与区域教育体系研究”(项目编号:19JZD052)。

摘　　要：拉斯韦尔5W传播理论提出了传播过程的五个关键要素:传播主体、传播内容、传播渠道、传播对象和传播效果。以此作为分析工具,中国教育在国际传播中应构建包括政府、学校和民间力量在内的多元协同传播主体;推广普适性与特色性相结合的传播内容,包括但不限于分享中国教育扶贫的经验、中国特色的教学研究制度、教育对外开放理念,以及教育战略规划经验;打造多方位的传播渠道,通过大众传媒、人际传播、境外办学和国际平台推动中国教育走出去;找准关键传播对象,在国家层面将意见领袖作为关键传播对象,在区域层面以支点国家作为关键传播对象。除此之外,为进一步提升传播效果,中国在教育国际传播的过程中还要秉持“共享”的理念,善于总结和提炼中国教育的成功经验,采用分众化的传播策略以及相应的叙事技巧。Harold Laswell’s 5W communication theory consists of five elements, namely "Who" "Said what" "In which channel" "To whom" and "With what effect". Based on this analytical tool, the actors of international communication of China’s education should be multi-coordinated including the government, schools and civil society. The content should relate to international concerns and with Chinese characteristics, including but not limited to China’s experience in poverty alleviation by supporting education, educational research system,the concept of opening up education and experience in educational strategic planning. The communication channels should be diverse and promote International Communication of China’s Education through mass media,interpersonal communication, overseas education and international platform. The opinion leaders and pivot countries should be taken as key targets both at the national level and regional level. In addition, in order to improve the effect of international communication, China should uphold the communication concept of "sharing", sum up our successful experience, and adopt the communication strategy of demassification and narrative skills.

关 键 词：中国教育 国际传播体系 教育对外开放 教育交流与合作 

分 类 号：G526.9[文化科学—教育学]