改革开放40年来我国教育对外开放政策变迁研究——基于国家角色观念视角

On the Development of Chinese Opening-up Policy in Education within 40 Years since the Reform and Opening-up——A perspective of national role conceptions

借助国家角色观念理论,分析我国改革开放40年来教育对外开放政策的变迁,进而展望其发展趋势。研究表明,国家角色观念变迁是教育对外开放政策发展的决定因素之一。改革开放以来,我国国家角色观念呈现突变式与渐进式两种变化模式,历经了内部发展者、崛起者和引领者三个阶段。相应地,教育对外开放政策则采取了"引进来","引进来"和"走出去"相结合,参与全球教育治理三大战略,实现了历史的重大超越。在引领者角色观念的统领下,未来的教育对外开放政策将以参与全球教育治理为着力点,迈进深度影响世界教育体制的新时代。

The theory of national role conceptions is widely used to analyse the reason of country＇s forgein behavior, its self-cognition and predict its related trend in the study of foreign policy. In the perspective of national role conceptions, this paper studies the development of Chinese opening-up policy in education since the reform and opening-up and foresees its future trend. It is indicated that the opening-up policy in education is highly decided by the national role conception. Since the reform and opening-up, Chinese national role conception has changed in two modes： the abrupt mode and the gradual mode while transformed in three stages：an internal development, a raising power and an influencer. Correspondingly, the opening-up policy in education respectively has implemented the strategy of ＂bringing in＂, both ＂bringing in＂ and ＂going out＂, global education governance, achieving a great transcendence. It is predicted that Chinese opening-up policy in education will focus on the global education governance to impact on the world education system deeply according to the national role conception of influencer.