Developmentstatus
In2010,Chinahad2,723regularcollegesanduniversitiesandadultcolleges;therewereatotalof797postgraduatetrainingunits,including481collegesanduniversitiesand316scientificresearchinstitutions.Fromtheperspectiveofassetscale,fixedassetsofcollegesanduniversitieshavethecharacteristicsofdiverseforms,varioustypes,largequantities,andhighvalues,andthefundsinvestedinvariousformsoffixedassetswillbecomelargerandlarger.
От гледна точка на факултета, през 2010 г. преподавателите и персоналът на обикновените колежи и университети бяха 2 156 600, от които 1 343 100 бяха преподаватели на пълно работно време. Съотношението студент-учител в обикновените колежи и университети беше 17,33:1; 0 учители на пълно работно време. За подробности, моля, вижте „Доклад за анализ на пазарни перспективи и стратегическо планиране на инвестициите на индустрията за висше образование в Китай“.
Indomestichighereducation,thereisnotonlythecompetitionbetweenpubliceducationandprivateeducation,thecompetitionbetweengeneraleducationandvocationaleducation.Atthesametime,withtheboomofstudyingabroad,thedomestichighereducationindustryisalsofacingforeignhighereducation.compete.Tothisend,theMinistryofEducationhascontinuouslystrengthenedandpromotedthecooperationbetweenChineseandforeignhighereducation.Forexample,the"OutlineofthePearlRiverDeltaPlanning"expresslystatedthat"tosupporttheestablishmentofhighereducationinstitutionsinthePearlRiverDeltaregionbyfamousuniversitiesfromHongKongandMacao,andtorelaxtherighttocooperatewithforeigninstitutionsinrunningschools."
Undertheguidanceofnationalpolicies,highereducationfocuseson"improvingthequalityoftalenttraining"and"improvingthelevelofscientificresearch."KeyregionssuchasBeijingandGuangdongProvincehavetakentheleadindevelopingcollege-runindustriesandstrengtheningschoolsandenterprises.Aftermorethan20yearsofdevelopment,universitiesandcollegeshaveusedtheirownadvantagestoestablishtechnologyenterprises,andhaveplayedanimportantroleinthetransformationandindustrializationofscientificandtechnologicalachievements,andthedevelopmentofhigh-techindustries.Manyofthemhaveemergedsuchas"PekingUniversityFounder"and"TsinghuaUniversity"."Tongfang"isawell-knownuniversity-runenterprisebrand.
OnOctober22,2017,ChenBaosheng,SecretaryofthePartyLeadershipGroupandMinisteroftheMinistryofEducationofChina,statedinBeijingthattheproportionofinclusivekindergartenswillbeincreased,andtheproblemofreducingschoolburdensandincreasingburdensoutsidetheschoolwillberesolved;by2020,Completelyeliminatethe"largeclasssize"andbasicallypopularizehighereducation.
През 2020 г. ще има 2738 редовни колежи и университети в цялата страна. Сред тях има 1270 бакалавърски колежи (включително 21 професионални училища на бакалавърско ниво); 1468 висши професионални (колежа) колежи. В националния общ бакалавърски и младши колеж са записани общо 9 674 500 студенти, като общо 32 852 900 студенти. сред които има 3,139,600 следдипломни студенти. Общо 3,6376 милиона колежи за възрастни и младши колежи бяха записани в цялата страна и 7,772,900 студенти бяха записани в училища. университети в цялата страна.
От популяризирането на елита
В международен план обикновено се смята, че когато брутният коефициент на популяризиране на висшето образование е под 15%, той принадлежи към етапа на елитно образование, а 15%~50% е етапът на популяризиране на висшето образование.
Елитно образование преди 2002 г.
В периода на елитизиране на висшето образование, данни от Министерството на образованието на Китай показват, че през 1978 г. брутният коефициент на записване във висшето образование в Китай е бил само 1,55%. През 1988 г. той е бил 3,7%. От 1999 г. Китай е разширил общия процент на записани1 в колежи. 1% през 2001 г. и 15% през 2002 г.
Popularizationfrom2002to2018
Thepopularizationofhighereducationintheworldbeganinthe1970s.However,thebeginningperiodofpopularizationwasactuallyafterWorldWarII.AfterWorldWarII,theworldhadarelativelypeacefulperiod.Popularizationwastomeettheneedsoftheincreaseinsocialproductivityandtheneedsofproductiontransformation,andalsotomeettheneedsoftheincreaseinthelevelofemployeesinthesocialtertiaryindustry..
DatafromtheMinistryofEducationshowthatChinastartedtoexpandcollegeenrollmentin1999,andthegrossenrollmentratereached11%in2001and15%in2002.In2014,thenumberofstudentsatschoolreached35.59million,rankingfirstintheworld,withagrossenrollmentrateof37.5%.In2017,thetotalenrollmentratereached37.79million,andthegrossenrollmentratereached45.7%.Thetotalenrollmentofvarioustypesofhighereducationnationwidereached3833.Tenthousandpeople(includingpostgraduates,generalundergraduates,adultundergraduates,networkundergraduates,andhighereducationself-studyexaminationundergraduatesandotherformsofhighereducationenrollment),thegrossenrollmentrateofhighereducationreached48.1%.
Universaleducationwillstartin2019
OnFebruary26,2019,theMinistryofEducationheldapressconferencetointroducethedevelopmentofeducationin2018.FanHailin,deputydirectoroftheHigherEducationDepartmentoftheMinistryofEducation,saidthatmycountryhasbuilttheworld'slargesthighereducationsystem.In2018,mycountry'shighereducationenrollmentratereached48.1%,anditisabouttomovefromthestageofpopularizationofhighereducationtothestageofpopularizationofhighereducation.
In2019,theenrollmentofhighervocationaleducationwasexpandedby1million,andthegrossenrollmentrateofhighereducationinmycountryexceeded50%andenteredthestageofpopularizationofhighereducation.
Ниво на образование
Ниво на висше образование
Висшето образование включва академично и неакадемично образование.
Академичното образование включва главно четири нива: общ младши или колеж (висш професионален и технически колеж), бакалавър (включително промоция в колеж), магистърска степен и докторска степен.
Ниво на образование | Основен период на обучение | Основното тяло на образованието |
Специално образование | Две до три години | Висше техническо училище |
Бакалавърско образование | четири-пет години | Университети, независими колежи ScientificresearchinstitutionsapprovedbytheEducationAdministrationDepartmentoftheStateCouncil |
Магистърско образование | Две до три години | |
Докторско образование | Три до четири години | |
Източник: „Закон за висшето образование на Китайската народна република“ |
Код на образованието
Поредността на общото ниво на висше образование от горното е: код на сертификат за докторска степен (01), код на сертификат за магистърска степен (02), код на втори сертификат за бакалавърска степен (04), код за бакалавърска степен (05), код за младши колеж (06).
Номер на сертификата
Формата на обучението е редовна (етап на бакалавърско образование), редовна или задочна (етап на следдипломно образование) академичен сертификат, първите пет цифри са всяка от името на кода на университета, шестият (1) представител е формата на общо висше образование (универсално записване).
Обърнете внимание на шестото място в номера на сертификата. Други кодове на типа училище: 1: Общо висше образование (универсално набиране); 5: Образование за възрастни; 6: Изпит за самообучение за висше образование и изпит за диплома за висше образование; 7: Онлайн образование е; 8: Национален отворен университет (отворено образование)
Maineducationmethodcategories
Generalhighereducation
GeneralhighereducationreferstothemainrecruitmentofhighschoolgraduatesUndergraduatedegreeeducationforfull-timestudyorfull-timeorpart-timepostgraduateeducationforgeneralpostgraduatesenrolledthroughtheunifiednationalenrollmentexaminationforpostgraduates.Ordinarycollegesanduniversitiesrefertopublicundergraduateuniversitiesandindependentcollegesthathavepassedthenationalgeneralcollegeentranceexamination(collegeentranceexamination)asthemaintrainingobjectsandareapprovedtoorganizeinaccordancewiththenationalstandardsandapprovalprocedures.Colleges,privateuniversities,vocationalandtechnicalcolleges,andtechnicalcolleges.Accordingtothedifferentadmissionbatchesofthecollegeentranceexamination,undergraduatesarealsodividedintoone,two,andthree,buttheybelongtothesamelevelandlevel(ie,undergraduateeducationlevel).Atthesametime,undergraduatesaredividedinto"keyundergraduateuniversities"("world-classuniversitiesandfirst-classdisciplines"constructionuniversities)and"generalundergraduateuniversities"."Keyundergraduatecollegesanduniversities"and"ordinaryundergraduatecollegesanduniversities"onlyfocusondifferent,noessentialdifference.Theformerfocusesontheoreticalresearch,whilethelatterfocusesontheoreticalpracticalapplications.Generalhighereducationisoneofthemeasuresofthe"ChinaHigherEducationReservoirTrainingProgram"andthemainmeasureofthe"ChinaHigherEducationHigh-levelTalentTrainingProgram".
Висше образование-Пекински университет (2 снимки)
Нивото на бакалавърско образование в рамките на програмата за обучение на китайския резерв за висше образование (министерство, провинция, град) Различна система и естество на бакалавърското образование (държавно и частно), различни бакалавърски такси, определени от системата, бакалавър (едно, две, три), "книгите и цветовете" на всеки сертификат за завършване на университета, нищо не е същото, въпреки че има разлики erзавършили колежи и нивото на "диплома", скоро два и три колежа са университети с една и съща бакалавърска степен и диплома, но те се фокусират върху различни, ключови бакалавърски колежи (" двойни "първокласни" строителни университети) наблегнете на теоретичните изследвания, обикновените бакалавърски университети (обикновените университети с един, два и три колежа) наблегнете на теоретичното приложение и програмите за обучение на таланти на високо ниво в китайските институции за висше образование ще насърчат развитието на съществуващата форма на системата за висше образование в 2 нейния век. дипломирани научни изследвания и общи кандидатури за кандидатстване.Пекин | Пекински университет | Пекински университет Jiaotong | 33 |
Китайски университет Ренмин | Пекински технологичен университет | ||
Университет Цинхуа | Университет за наука и технологии в Пекин | ||
Пекински университет по аеронавтика и астронавтика | Пекински университет по химични технологии | ||
Пекински технологичен институт | Пекински университет за пощи и телекомуникации | ||
Китайски селскостопански университет | Пекински лесовъден университет | ||
Пекински нормален университет | PekingUnionMedicalCollege | ||
Централен университет за националности | Пекински университет по традиционна китайска медицина | ||
CapitalNormalUniversity | |||
Пекински университет за чужди изследвания | |||
Китайски университет по комуникации | |||
Централен финансово-икономически университет | |||
Университет за международен бизнес и икономика | |||
ChinaForeignAffairsUniversity | |||
Китайски народен университет за обществена сигурност | |||
Пекински спортен университет | |||
Централна музикална консерватория | |||
Китайска консерватория по музика | |||
CentralAcademyofFineArts | |||
CentralAcademyofDrama | |||
Китайски университет за политически науки и право | |||
Университет на Китайската академия на науките | |||
Китайски петролен университет (Пекин) | |||
Китайски университет по геонауки (Пекин)) | |||
Китайски университет по минно дело и технологии (Пекин) | |||
Дзянсу | Университет Нанкин | Университет Суджоу | 15 |
Югоизточен университет | Университет по аеронавтика и астронавтика в Нанкин | ||
Нанкински университет за наука и технологии | |||
Китайски университет по минно дело и технологии | |||
Университет за пощи и телекомуникации в Нанкин | |||
Университет Хохай | |||
Университет Jiangnan | |||
Университет за горско стопанство Нанкин | |||
Университет за информационни технологии в Нанкин | |||
Селскостопански университет в Нанкин | |||
Университет по традиционна китайска медицина в Нанкин | |||
Китайски фармацевтичен университет | |||
Нормален университет в Нанкин | |||
Шанхай | Университет Фудан | Източнокитайски университет за наука и технологии | 14 |
Университет Тонгджи | Университет Донгхуа | ||
Шанхайски университет Jiaotong | Шанхайски океански университет | ||
Източен Китай Нормален университет | Шанхайски университет по традиционна китайска медицина | ||
Шанхайски университет за международни изследвания | |||
Шанхайски финансово-икономически университет | |||
Шанхайски институт по физическо възпитание | |||
Шанхайска музикална консерватория | |||
Шанхайски университет | |||
Военноморски медицински университет на Народната освободителна армия | |||
Съчуан p> | Съчуански университет | SouthwestJiaotongUniversity | 8 |
Университет по електронни технологии | SouthwestPetroleumUniversity | ||
Технологичен университет Чънду | |||
Съчуански селскостопански университет | |||
Университет по традиционна китайска медицина Чънду | |||
Югозападен финансово-икономически университет | |||
Шаанси | Xi’anJiaotongUniversity | Северозападен университет | 8 |
Северозападен политехнически университет | Университет Сидиан | ||
NorthwestA&FUniversity | Университет Chang'an | ||
Нормален университет в Шанси | |||
Китайски PLAAirForceMilitaryMedicalUniversity p> | |||
Хубей | Университет Ухан | Китайски университет по геонауки | 7 |
Университет за наука и технологии Huazhong | Технологичен университет в Ухан | ||
Селскостопански университет Huazhong | |||
HuazhongNormalUniversity | |||
Университет по икономика и право Zhongnan | |||
Тиендзин | Университет Нанкай | Политехнически университет в Тиендзин | 5 |
Университет Тиендзин | Медицински университет в Тиендзин | ||
Тиендзински университет по традиционна китайска медицина | |||
Гуандун | Университет SunYat-sen | Университет Джинан | 5 |
Южнокитайски технологичен университет | Университет по китайска медицина в Гуанджоу | ||
Нормален университет в Южен Китай | |||
Ляонин | Далиански технологичен университет | Университет Ляонин | 4 |
Североизточен университет | Далиански морски университет | ||
Хейлундзян | Харбински технологичен институт | Харбински инженерен университет | 4 |
Североизточен аграрен университет | |||
Североизточен горски университет | |||
Хунан | CentralSouthUniversity | HunanNormalUniversity | 4 |
Национален университет по отбранителни технологии на Народноосвободителната армия | |||
Университет Хунан | |||
Шандонг | Университет Шандонг | Китайски петролен университет | 3 |
Океански университет в Китай | |||
Джилин | Университет Джилин | Университет Янбян | 3 |
NortheastNormalUniversity | |||
Анхуей | Китайски университет за наука и технологии | Университет Анхуей | 3 |
Технологичен университет Хефей | |||
Джъдзян | Университет Zhejiang | Университет Нингбо | 3 |
ChinaAcademyofArt | |||
Чонгцин | Университет Чунцин | Югозападен университет | 2 |
Фуджиан | Университет Ксиамен | Университет Фуджоу | 2 |
Хенан | Университет Джънджоу | Университет Хенан | 2 |
Синдзян | Университет Синдзян | Университет Shihezi | 2 |
Хъбей | Университет за електроенергия в Северен Китай | 2 | |
Хъбейски технологичен университет | |||
Юнан | Университет Юнан | 1 | |
Гансу | Университет Ланджоу | 1 | |
Шанси | Тайюански технологичен университет | 1 | |
Дзянси | Университет Нанчан | 1 | |
Хайнан | Университет Хайнан | 1 | |
Гуейджоу | Университет Гуейджоу | 1 | |
Цинхай | Университет Цинхай | 1 | |
Нингся | Университет Нинся | 1 | |
Вътрешна Монголия | Университет Вътрешна Монголия | 1 | |
Гуанси | Университет Гуанси | 1 | |
Тибет | Тибетски университет | 1 |
Забележка: Редът на списъка е предмет на документа на Министерството на образованието на Китайската народна република.
Appliedhighereducation
Underthehistoricalconditionsofmycountry’sreformandconstructionofasocialistmarketeconomy,thedevelopmentofappliedhighereducationisthetrendofChina’shighereducationreformanddevelopment.
Forthedevelopmentofapplieduniversitiesinmycountry,thetrainingofappliedtalentsshouldalsoemphasizetheintegrationandversatility.Governmentpoliciesshouldguideandimprovetheschoolgovernancestructure.Appliedhighereducationdoesnotexcludedisciplineconstructionandenhanceeconomicaccessibilityandversatility.Channelflexibilitycanincreasethesocialattractivenessofapplication-orientedtalenttraining.Notaskingforeverythingbutseekingwhatisusedisanimportanttrendinteacherconstruction.
TheHigherEducationDepartmentoftheMinistryofEducation:The19thNationalCongressoftheCommunistPartyofChinaproposedtorealizetheconnotativedevelopmentofhighereducation.Deepeningtheintegrationofproductionandeducation,theintegrationofproduction,educationandresearch,andschool-enterprisecooperationaretheonlywaysforthedevelopmentofhighereducation,especiallyappliedhighereducation.
Adulthighereducation
Adulthighereducationbelongstotheseriesofnationaleducationandisanimportantpartofhighereducation.Thestaterecognizesacademicqualifications,participatesinthenationalentranceexamination,andallprovincesandautonomousregionsorganizeadmissionsinaunifiedmanner.Adulthighereducationeducationisdividedintothreetypes:startingfromjuniorcollegetoundergraduate(referredtoasundergraduate),startingfromhighschooltoundergraduate(referredtoasGaoqiben),andstartingfromhighschooltopromote(higher)(referredtoashighervocational,college).[1]
Theteachingmethodsofadulthighereducation(adultcollegeentranceexamination)areroughlydividedintothreeforms:full-time(full-time),amateurandcorrespondencecourses.Candidatesshouldchooseaccordingtotheirowncircumstances.Choosethelearningformthatsuitsyou.
Self-studyexamforhighereducation
Continuinghighereducationneedstopassthehigherself-studyexam.Highereducationself-studyexaminationisanationalexaminationofhighereducationforself-students,mainlyforacademicqualifications.Itisaformofhighereducationthatcombinesindividualself-study,socialassistanceandnationalexaminations.ItisanimportantpartofChina'ssocialisthighereducationsystem.Itsmissionistopromoteawiderangeofpersonalself-studyandsocialassistanceactivitiesthroughnationalexaminations,promoteon-the-jobprofessionaleducationandpost-universitycontinuingeducation,trainandselectprofessionaltalentswithbothabilityandpoliticalintegrity,improvetheideological,moral,scientificandculturalqualityofthewholenation,andadapttosocietyTheneedsofthemodernizationofsocialism.
OpenEducationofTVUniversity
OpenEducationofTVUniversityisaformofeducationrelativetoclosededucation.Itsbasiccharacteristicsare:centeredonstudentsandlearning.Restrictionsandobstacles.Forexample,openeducationdoesnothavetoomanyrestrictionsontheage,occupation,region,andacademicqualificationsoftheenrollees.Anyaspiringlearnerwithacertainculturalfoundationcanapplyforadmissionwithouttakingtheentranceexamination;studentscanchoosecoursesThereisacertaindegreeofautonomyintheuseofmedia,andstudentscanalsodecideonlearningmethods,learningprogress,timeandlocationaccordingtotheirneeds;useavarietyofmediateachingmaterialsandmoderninformationtechnologymethodsinteaching.
Distancenetworkeducation
Distancenetworkeducationisanemergingeducationmodel.Thereare68pilotnetworkschoolsapprovedbytheMinistryofEducationnationwidewithenrollmentqualifications.Distanceonlineeducationisdifferentfromtraditionalteachingmethods.Teachingismainlyimplementedthroughdistanceeducation.Studentsclickonlinecourseware(orCD-ROMcourseware)tocompletethecourse,andsubmithomeworkorinstantcommunicationtoteachersbyemailorpost.Therearesomeintensiveface-to-faceinstruction.
Сравнение
Сравнение на няколко метода за висше образование като изпити за самообучение, приемни изпити за възрастни, онлайн обучение, частни училища, радио и телевизионни университети, следдипломни приемни изпити и др.:
Образование | Входен праг | Метод на обучение | Цел за записване | Учебни години | Златното съдържание на сертификата |
Изпит за самоподготовка | Няма приемен изпит за изпита за самообучение. Кандидатите се явяват на изпит по един предмет. След преминаване на всички предмети ще бъде издадена диплома. | Самообучението е основно самообучение и вие можете също да участвате в класове, подпомагани от самообучение, организирани от други сили за социално обучение или от основното изпитно училище. | Неограничено от пол, възраст, етническа принадлежност, раса и образователно ниво, това е напълно отворено образование. | Изпитите за самообучение са разделени на курсове, натрупани кредити и накрая получени дипломи. Не е ограничено от системата на семестъра и учебната година. | Вземете национално признато висше образованиеизпит за самообучение бакалавър или диплома за колеж.Сертификатите за образование са най-трудните за получаване, а степента на признаване е най-високата за продължаващо образование. |
Входен изпит за възрастни | Главният кандидатстудентски изпит е единен национален приемен изпит, който се избира от училището според резултатите от изпита. Единният изпит се провежда веднъж годишно през октомври. | Главният приемен изпит за колеж включва главно редовно обучение, задочно обучение и задочно обучение. | Главният приемен изпит в колежа се основава основно на началната мисия на местната домакинска регистрация на студенти, а чуждестранните студенти също могат да учат чрез кореспонденция. | Времето за обучение на приемните изпити за възрастни е същото като ниво за записване и специалност. | Според национално признатата диплома за висше образование за възрастни, бакалавър или младши колеж, степента на признаване е на второ място от самоизпитването. |
Онлайн образование | Онлайн университетите задават въпроси самостоятелно и организират изпити от колежи за прием. Само квалифицирани могат да се запишат. | Два метода на преподаване, единият е онлайн обучение през интернет, а другият е интензивно преподаване лице в лице. | Заемащи длъжността, практикуващи и други членове на обществото. Няма географско ограничение за обхвата на участие. | Онлайн образованието като цяло прилага гъвкава академична система, повечето от които продължават 2-6 години. | Получена диплома за преддипломно образование от национално признат мрежов колеж. |
частно училище | Училището полага изпита самостоятелно и тези, които издържат теста, могат да се регистрират за прием, след като платят обучението. | Учениците в частните училища посещават целодневни часове под ръководството на техните учители. | Системи, практикуващи и т.н. Няма географско ограничение за обхвата на допускане. | Частните училища са за две академични години, а студентите са за четири години. | В края на периода на обучение ще получите диплома за завършване, издадена от частно училище. |
Университет за излъчване и телевизия | Трябва да се явите на приемен изпит, организиран от местния телевизионен университет, и трябва да имате необходимите подходящи академични квалификации, преди да можете да се регистрирате за прием. | Университетът за радио и телевизия също има два метода: онлайн класна стая и присъствено обучение. | Системи, практикуващи и т.н. Няма географско ограничение за обхвата на участие. | Излъчването и телевизиятаУниверситетското образование въвежда кредитната система, училищната система е две години и половина, а статутът на студент е валиден за осем години. | Получаване на национално призната диплома за бакалавърска степен от радио и телевизионен университет. |
Интеграция на учебната програма
Перспективи
Развитието на съвременните технологии и производство се основава на интеграция, отразена във висшето образование чрез интегриране на курсове. на социалното развитие и притежават уменията да решават сложни теми. В днешно време интегрирането на учебните програми за висше образование е оценено от много страни. Благодарение на поредица от ефективни мерки висшето образование е получило забележителни резултати в реформата на учебните програми.
Development
TheUnitedStatesmainlyestablishestheintegrationofcurriculumintheformofgovernmentdecree.In1991,theU.S.governmentpromulgatedthe"PlanonDevelopingHigherEducationandImprovingtheQualityofSpecializedTalents."Theplanbelievesthat“strengtheningtheabilityofspecializedtalentstoworkindependentlyintheproductionandscienceandtechnologysectorsisthebasicpolicyofthecurrentdevelopmentofhighereducationinthedirectionofmodernization.”Forthisreason,“itisrequiredtobreaktheoriginalcurriculumboundariesandframeworksincurriculumreform.Implementcross-disciplinarycomprehensiveresearchandcreatenewcomprehensivecourses.”Forexample,inengineeringeducation,manyuniversitiesintheUnitedStatesfocusontheserviceofengineeringtosociety,usingengineeringtheorytosolvemodernurbanmanagementandconstructionproblems,protecttheenvironment,anddeveloptheeconomy.Asaresult,engineeringeducation,socialsciences,andnaturalscienceshaveestablishedacloserelationshipthathasneverbeenseenbefore,leadingtotheemergenceofmanyemergingedgecomprehensivecourses.Forexample,environmentalengineering,earthquakeengineering,trafficengineering,commercialengineering,educationalengineering,etc.Thistypeofcoursebreaksthroughthelimitationsoftraditionalprofessionalfieldsanditscontentismultidisciplinaryandcomprehensive.
TheUniversityofTsukubainJapanhasincorporatedintegratedscienceintoitsteachingplanandreorganizedthecurriculumcontenttostrengthenthecomprehensivenessofthecurriculum.Thishasattractedtheattentionoftheinternationalhighereducationcommunity.OtheruniversitiesinJapanhavefollowedsuitoneafteranother,andreformedcurriculumintegration.
Economyteaching
Theintegrationofscientificresearch,teaching,andproductionistheproductofthecomprehensivedevelopmentofhighereducation,scienceandeconomyintheworldtoday.Fromamacroperspective,theestablishmentofaconsortiumthatisdominatedbyhighereducationandcloselyintegratedwithscientificresearchandproductionwillbeacommonmodeofhighereducationreformanddevelopmentpromotedbyallcountriesintheworld,anditsemergencehasitsobjectiveinevitability.Thenewtechnologicalrevolutionandtherapiddevelopmentofmodernsocietyandeconomyreflecttheguidingroleofscientifictheoriesonnewtechnologiesandtheroleofscienceandtechnologyinpromotingthedevelopmentofmodernsocietyandeconomy.Thetalentsofuniversitiesandtheirintensiveintelligencearemostcapableofgeneratingnewknowledgeanddevelopingnewtechnologies.Cooperatingwithenterprisescantransformthepotentialproductivityofuniversitiesintoactualproductivity,whichcangreatlypromotetheestablishmentofemergingindustriesandthedevelopmentofnewtechnologies.effect.Highereducationmustfacetheactualsocialeconomyandservethemodernsocietyandeconomy.Thishasbecomeamajortrendinthereformofhighereducationintheworld.
Система за класификация
На 25 януари 2017 г. Министерството на образованието издаде „Становище на Министерството на образованието относно създаването на институции за висше образование през 13-ия петилетен планов период“ (Jiaofa [2017] 3 No.) с предложение да се проучи изграждането на система за класифициране на висше образование, основана на обучението може да бъде разделено на три типа: научни изследвания, приложни и професионални умения: изследователски колежи, приложни колежи и колежи и университети, базирани на професионални умения.
Typesofcolleges
ItisstatedinChapter8ofthe"HigherEducationLawofthePeople'sRepublicofChina"thatcollegesanduniversitiesrefertouniversities,independentcollegesandtechnicalcolleges,includinghighervocationalschoolsAndadultcollegesanduniversities.
TheNationalEducationDevelopmentResearchCenterdividesChina'shighereducationinstitutionsintofourtypes.
(1)Researchuniversity.Itreferstoauniversitythatprovidesacomprehensivebachelor'sdegreeprogram,putsresearchinthefirstplace,andiscommittedtohigh-leveltalenttrainingandtechnologyresearchanddevelopment(thatis,auniversitywiththesamenumberofgraduatestudentsasundergraduates,oralargeproportionofgraduatestudents).
(2)Teachingandresearchuniversity.Theteachinglevelofsuchuniversitiesisdominatedbyundergraduatesandmastersstudents,andcertainprofessionswithstrongindustrynaturecanrecruitsomedoctoralstudents,butdonottrainjuniorcollegestudents.
(3)Teaching-orienteduniversities.Themainbodyofthistypeofschoolistheteachingofundergraduates,andunderspecialcircumstancesthereareasmallnumberofgraduateorjuniorcollegestudents.
(4)Technicalcollegesandhighervocationalschools.Thistypeofschoolembodiesthemostflexiblepartofhighereducationintermsofschoolandprofessionalsettings,mainlytomeettheneedsoflocaleconomicconstructionandsocialdevelopment.
EducationCertification
TheNationalCollegeStudentInformationConsultationandEmploymentGuidanceCenter(MinistryofEducationCertificationCenter)isapublicinstitutiondirectlyundertheMinistryofEducation.The"Center"wasestablishedinFebruary1991.In1998,theformer"NationalCollegeGraduatesEmploymentGuidanceCenter"wasrenamedastheformer"NationalCollegeGraduatesEmploymentGuidanceCenter"withtheapprovaloftheCentralOrganizationOfficein1998.TheDepartmentofCollegeStudentsoftheMinistryofEducationisresponsibleforcontacting.Thecenter'sinformationconsultingworkwasofficiallylaunchedin2001.Itsmainresponsibilityistointegrateandin-depthdevelopmentofvariousdataandinformationresourcesprovidedbytheMinistryofEducationforenrollment,schoolstatusandacademicmanagement,andgraduateemployment,soastoservethesocietyandmakedecisionsforeducation.Thepurposeoftheservice.Since2001,thestatehasimplementedanelectronicregistrationsystemforhighereducationdiplomas,andtheMinistryofEducationhasentrustedthe"center"toberesponsibleforthetechnical,transactional,onlineinquiryandcertificationservicesoftheelectronicregistrationreviewandfilingofacademicqualifications.The"center"isaspecializedinstitutionauthorizedbytheMinistryofEducationtoprovideChina'shighereducationqualificationcertificationservices.ChinaHigherEducationStudentInformationNetworkistheonlywebsitedesignatedbytheMinistryofEducationtoreleasehighereducationqualificationsinformation.
"Центърът" предоставя два начина за получаване на академични квалификации
(1)Onlinequeryofacademicqualifications:thesystemprovidestwoservicemodes,oneisforscatteredInquiryuserscaninquireaboutnationalhighereducationrecognizedbythestate,suchaspostgraduates,generalundergraduates,adultundergraduates,onlineeducation,andself-studyexams,after2001(inclusive)bypayingtheinquiryfeebymobilephonetextmessages,168voicemessages,PHS,etc.Informationonacademiccertificates;second,foruserswhowanttoinquireinbatches,userscanpurchaseacademiccreditcardsforonlineregistrationandrechargeandlogintoacademiccreditemploymenttoqueryacademicdatasince1991.
(2)Certificationofacademicqualifications:Themainbasisforthecertificationofthe"center"isthenationalhighereducationacademicinformationdatabasesince1991authorizedandmanagedbytheMinistryofEducation.Afterreview,the"ChineseHigherEducationCertificationReport"(Academicqualificationcertificationreport),andelectronicallyregisterthereport,andprovideonlinequery.Thescopeofacademiccertificationincludes:postgraduatediploma,generalundergraduatediploma,adultundergraduatediploma,self-studyexamgraduationcertificate,nationaldiplomaexamgraduationcertificate,andonlineeducationgraduationcertificate.The"center"providesacademiccertificatesforjobhunting,goingabroad,furtherstudies,lostcertificates,etc.,andissuesauniformlyprintedanduniformlynumbered"ChineseHigherEducationCertificationReport".Anyunitorindividualcanauthorizethe"center"orthe"center"Theagencysubmitsanapplicationforcertification.Onlyoneapplicationisrequiredforcertification.The"center"providesbothwrittenandonlinecertificationresults.UserscanusethecertificatenumberandreportnumberonthecertificationreporttoinquireonlineforinformationonChinesehighereducationstudents.
Историята на развитието на високото образование в Китай
Конверсия на режима
Като цяло историческият процес на модернизация на високото образование в Китай през миналия век, конверсията на подходящия режим на развитие може грубо да се раздели на три периода.
Thefirstperiod(1862-1894).BeforetheSino-JapaneseWarof1894-1895,China'smodernhighereducationwasinabrewingperiod.Sincethe1860s,anumberofspecializedschoolshaveemergedtotrainforeignlanguagetalentsandmilitarytechnicaltalents.Theyaredifferentfromtraditionalfeudaleducationinstitutions.Theydonotcultivate"talents"asfeudalofficialsatalllevels,butcultivateso-called"artists"whoareproficientinthelanguagesandtechnologies(especiallymilitarytechnology)ofvariouscountries.ThemosttypicalrepresentativesaretheJingshiTongwenMuseumestablishedin1862andtheFujianShippingAcademyestablishedin1867.Around1894,Chinahadestablishedabout30suchschools.Withoutexception,theseschoolswerefoundedundertheinfluenceofexternalfactors.Theso-calledinducementofexternalfactorshastwomeanings.ThefirstlayermeansthattheyaretheproductoftheQinggovernment’semergencyresponseunderexternalcoercion,andaresetuptocultivatetalentsurgentlyneededtocopewiththeaggressionofWesterncolonialists;thesecondlayerThismeansthattheseschoolsallclaimtotaketheWestasanexample.However,thespecificlearninggoalsarenotclear,andtheWestisgenerallycalled"Taixi".Fromtheanalysisofalargenumberofdocumentsleftbypeopleatthetime,theso-called"Taixi"includesBritain,France,Germany,theUnitedStatesandothercountries.Itcanbeseenthatinpeople'smindsatthattime,"theWest"wasageneralterm,andtherewasnospecificandcleartargetforimitation.
Thesecondperiod(1895-1911).Theendofthe19thcenturyandthebeginningofthe20thcenturywasanimportantperiodforthedevelopmentofhighereducationinmodernChina.TheTianjinZhongxiAcademy,ShanghaiNanyangCollege,ZhejiangQiushiAcademy,andJingshiUniversityestablishedin1895,1896,1897,and1898,respectively,aregenerallyconsideredtobetheprototypesofmodernChineseuniversities.Atthebeginningofthe20thcentury,theQinggovernmentpromulgatedthefirstnationalschoolsystemofmodernsignificance,includinghighereducation,the"KuiMaoSchoolSystem."InthemorethantenyearsbeforetheRevolutionof1911,thedevelopmentofChina'shighereducation,whetheratthetheoreticallevel,institutionallevel,orpracticallevel,wasfilledwithastrongatmosphereof"learningfromJapan".ThefirststatuteoftheKyōshōUniversityfoundedin1898wasthatLiangQichao"slightlytooktheJapaneserulesofstudyanddraftedmorethan80ruleswithreferencetothedomesticsituation."Thatis,itwasmainlyformulatedwithreferencetotherulesoftheUniversityofTokyoinJapan.Theprovisionsonhighereducationinthe"KuiMaoSchoolSystem"arealmostconsistentwiththerelevantprovisionsintheJapaneseschoolsystem.Comparedwiththepreviousperiod,thegoaloflearninghasbeengeneralizedandconcentrated.Theterm"Taixi"hasbeenreplacedbyaspecificcountry-Japan,andthevalueorientationisclearandsingle.ItcanbesaidthattheinitialperiodofChina'smodernhighereducationwasbasedonJapan.
Thethirdperiod(1912-1927).The1911Revolutionof1912overthrewtheQingDynastyandendedthefeudalmonarchyformorethantwothousandyears,providingarelativelylooseenvironmentforthedevelopmentofmodernChinesehighereducation.Thetenyearsfrom1912to1927canbesaidtobeaperiodofdiversificationofChina'shighereducationdevelopmentmodel.IntheearlyyearsoftheRepublicofChina,theneweducationalsystem"RenziGuichouSchoolSystem"formedundertheauspicesofCaiYuanpei'seducationalreform,madecorrespondingreformstothecontentofhighereducationinthe"KuiMaoSchoolSystem"promulgatedinthelateQingDynasty.Inthemeantime,theMinistryofEducationhassuccessivelypromulgatedaseriesoflawsandregulationsrelatedtohighereducation,suchasthe"UniversityOrder","UniversityRegulations","SpecialSchoolOrder","PublicandPrivateSpecialSchoolRegulations"and"HigherNormalSchoolRegulations".Asweallknow,asthechiefdesignerofeducationreformintheearlyyearsoftheRepublicofChina,CaiYuanpeiwasveryconcernedabouthighereducation,andhepersonallyformulatedthe"UniversityOrder".Hehasrepeatedlysaidthatmanyofthecontentsinthe"UniversityOrder"are"imitationoftheGermansystem"and"imitationoftheGermanuniversitysystem."Inasense,itcanbesaidthatCaiYuanpei'slong-cherishedwishtolearnfromGermanhighereducationhasbeenformanyyears.However,fromapracticalperspective,CaiYuanpei'sidealshavenotbeenrealized.EffortstogetridoftheshacklesofJapan'ssinglemodelhavenotachievedobviousresults.Theprovisionsofuniversityappraisalcouncilsandprofessorialcouncilswereincludedinthe"UniversityOrder",buttheywerenotimplementedinthehighereducationinstitutionsatthattime.ItwasnotuntilCaiYuanpeibecamepresidentofPekingUniversityin1917thathisphilosophyofhighereducation—academicfreedomanduniversitygovernancebyprofessors—waspartiallyimplementedinthePekingUniversityhepresidedover.
AtthesametimethatCaiYuanpeiusedGermanhighereducationasamodeltodeeplytransformPekingUniversity,anothernationaluniversity,SoutheastUniversity,whichdevelopedonthebasisofNanjingHigherNormalSchool,roserapidly.SoutheastUniversity,undertheauspicesofGuoBingwen,adoctorofeducationreturningfromtheUnitedStates,takesAmericanuniversitiesasanexampleandrecruitsagroupofstudentsfromtheUnitedStatestoteachattheschool.Itintegratesbasicresearchandappliedresearch.Itiscomprehensiveintermsofmanagementsystem,departmentsetting,curriculumcontent,andfunding.LearnfromanddrawlessonsfromAmericanhighereducation.Bythemid-1920s,ZhejiangUniversityandSoutheastUniversityhadagrowingreputationandagrowinginfluence,becominganotherimportantcenterofhighereducationinChinathatechoedPekingUniversity'snorthandsouth.
Thisisbecausehighereducation,asanimportantdisseminationplaceofknowledgeandculturecreatedbymankind,asatrainingbaseforhigh-levelprofessionals,hasitsowninherentlawsofdevelopment.Thedevelopmentofhighereducationisnotonlyrestrictedbythespecificnationalconditionsofcountriesandregionsatdifferentstagesofeconomicdevelopmentanddifferentpoliticalandculturalbackgrounds,butalsobythelawofdevelopmentofhighereducationitself.Inacertainsense,itcanbesaidthatforacentury,thetransformationofChina'shighereducationdevelopmentmodelhasbeenprogressingwithdifficultyintheprocessofhowtorecognizeandcorrectlyhandlethispairofcontradictions.Wecannotrefusetofollowthegenerallawsofhighereducationdevelopmentonthegroundsofemphasizingtheparticularityofourcountry’scircumstances,norcanwedisregardourcountry’snationalconditionsunderthepretextofflauntingtocatchupwiththeworldtrend.Thisiswhatweshouldrememberwhenreviewingandsummarizingthisperiodofhistory.Lessonslearned.
Traditionandtransplantation
Themorethantenyearsfrom1894to1911wasthebeginningofmodernChinesehighereducation.TheTianjinZhongxiAcademy,NanyangCollege,ZhejiangQiushiAcademy,andJingshiUniversityestablishedinthelastfewyearsofthe19thcenturyaretheprototypesofmodernuniversitiesasmentionedabove.Inthe"GuimaoSchoolSystem"promulgatedin1904,thereare"ZoudingUniversityRegulations","ZoudingHigherSchoolRegulations"and"ZoudingAgriculture,IndustryandCommerceIndustrySchoolRegulations".Intheseregulations,thereisanewstatementabouttheschool'sphilosophyandtraininggoals:Theuniversity"takesthepurposeoffollowingtheinstructions,correctingthetrend,andfosteringgeneralists.Itiseffectiveforthetalentsofvariousacademicartstobefullyavailableforappointment."TheTongConfucianAcademy(iegraduateschool)"takestheadvantageofthedailyadvancementofChineseacademics,theabilitytoinventnewprinciplestowritebooks,andtheabilitytocreatenewtoolsforcivilianuse."Fromthepreviousperiod,thetrainingof"artists"and"professionals"Inthisperiod,theproposalof"generalist"seemstohavereturnedtothetraditionalviewoftalentsliterally.ThisisbecausetraditionaleducationinChinaalsoemphasizes"generalists",thatis,theso-called"knowledgeofeverything,theshameoftheConfucian".However,the"generalist"hereisbasedonthepremiseofmastering"variousacademicarts".Notonlyisitdifferentinconnotationfromtheidealpersonality"generalist"offeudaleducation,butthegoalraisedbyitselfisalsoimproved.Thestatusof"artist"and"professional".Inacertainsense,itcanbesaidthatcomparedwiththepreviousperiod,moreWesternhighereducationconceptshavebeenaccepted.Ofcourse,thiskindof"generalist"muststill"becarefultoabidebythedecree","basedonloyaltyandfilialpiety,andbasedonthestudyofChineseclassicsandhistory".Here,theinfluenceoftraditionalChinesehighereducationisstillverystrong.Thisisbecausealthoughtheimperialexaminationsystemwasabolishedin1905,thebadhabitsbestowedbytheimperialexaminationsystemarestillpreserved,andthetitlesofXiuCai,JuRen,JinShiarestillveryattractive.Ofcourse,whatismoreimportantisthatthepoliticalframeworkofthefeudalautocraticsystemisstillplayingasupportingrole,andthetransformationofmainstreamsocialvaluesultimatelyrequiresthetransformationoftheeconomicfoundationandpoliticalsystemasaprerequisite.Inlinewiththis,inthepasttenyears,highereducationhasundergonemajorchangesinthecurriculumsystem,teachingcontentandmethods.ThemostobviousmanifestationisthatvariousdisciplinesofmodernWesternsocialscienceshavebeenintroducedintohighereducationclassrooms.Politicalscience,law,pedagogy,philosophy,psychology,economicsandothersocialsciencesareusedastheteachingcontentofuniversitiesorcollegesandpassedthroughJapan.AlargenumberofimportedortranslatedWesterntextbooksarepublished.AcademiaoftenregardsthisperiodasthefirstclimaxoftransplantingtheWestintermsofcurriculumsystemandteachingcontent.Atthesametime,thestudyoftheConfucianclassics"Jingxue",whichhasreceivedspecialattentionintraditionalhighereducation,hasalsobeenpreserved.TheJingshiUniversityHallhastheestablishmentofthesubjectofConfucianism,anditisplacedatthetopofeachsubject.Inthefieldofcurriculumsystemandteachingcontent,theconflictsandcontradictionsbetweentraditionandtransplantationareveryintenseatboththepolicylevelandthepracticallevel.
IntheearlyyearsoftheRepublicofChina,thebourgeoisrevolutionariesandradicaldemocratsfundamentallydeniedtheculturalconceptof"ChineseandWesternlearning",whichdirectlydominatedthetraininggoalsofhighereducation,andproposedtouse"democraticrepublic"."Andthespiritof"scientificdemocracy"totransformChinesetraditionalfeudalismculture,whichalsoprovidesanideologicalbasisforthefurtherdevelopmentandevolutionofhighereducationtraininggoals.Inthenearly40yearsfrom1912to1949,theRepublicofChinagovernmentandlatertheNationalistgovernmentformulatedandpromulgatedseveralimportantlawsandregulationsonhighereducation.Asfarastraininggoalsareconcerned,fromtheperspectiveoflegalprovisions,thebiggestchangeistheabolitionofthepoliticaldirectionofhighereducationinfeudalsociety.The"SpecialSchoolOrder"of1912statedthat"thepurposeofspecialschoolsistoteachhigheracademicsandcultivatespecializedtalents."The"UniversityOrder"promulgatedinthesameyearstipulatedthat"Thepurposeoftheuniversityistoteachadvancedacademics,cultivateoutstandingacademictalents,andmeettheneedsofthecountry."Theemphasishereisonadvancedacademics,whichistocultivate"masteracademics"and"specializedtalents."".Inthefieldofhighereducation,thestandardfordistinguishingbetweenuniversitiesandspecializedschoolsis"learning"and"technique".Theformerfocusesonacademicresearchandthelatterfocusesonappliedtechnology.Politicalandideologicalrestrictionsandrequirements,namelytheso-called"loyaltytotheemperor"and"respectforConfucius",havebeenremovedfromthetraininggoals.EspeciallyintheearlyperiodoftheRepublicofChina,duetoCaiYuanpei'seffortsandhisextensivesocialinfluence,China'smodernhighereducationwasabletomakeabigleapineducationalconcepts.Assomeresearchershavepointedout:"OnlyinthisperioddidChinatrulybegintodevoteitselftoestablishingamodernuniversitywiththespiritofautonomyandacademicfreedom."ThecoreoftheWesternhighereducationphilosophyistheconceptofacademicfreedomanduniversityautonomy.,ThroughCaiYuanpei'stheoreticaladvocacyandpractice,itwasthefirsttimethatitwasmorecomprehensivelyrecognizedandacceptedbytheChinesepeople.CaiYuanpei’stransformationofPekingUniversity,hisrepeatedemphasisonacademicfreedom,theinclusiveschoolpolicy,hisunderstandingandunderstandingofthefunctionsoftheuniversity,thatis,theso-called“universitieswhostudyadvancedknowledge”,etc.,havemademodernChinesehighereducationmoreimportanttotheWest.Thetransplantationrosetoanewlevel.Inacertainsense,itcanbesaidthatitisthroughCaiYuanpei’seffortsatPekingUniversitythatChina’shighereducationhasfundamentallyshakenitseducationalphilosophyandtraininggoalsinordertocultivatethe"magic"and"gentleman"whoare"sagesinsideandkingsoutside".,"Xunli"asthetargetofthemainstreamtradition.WhatIwanttoemphasizehereisthatwhilepromotingandadvocatingtheconceptofWesternuniversities,CaiYuanpeialsomadefulluseofthenon-mainstreamtraditionsofhighereducationinChina’sfeudalsociety.Harmonyandrelativeindependence,etc.In1922,MaoZedongandothers"inviewofthelackofthecurrenteducationsystem,adoptedtheadvantagesofbothancientacademiesandmodernschools,andadoptedautomaticmethodstostudyvariousacademicsinordertoinventtruthandcultivatetalents",andfoundedaself-studyuniversityinHunan.
Afterhearingthenews,CaiYuanpeihappilywroteanarticle"IntroductionandExplanationofHunanSelf-studyUniversity"topromote:Modelsofnewlyestablisheduniversities?"ThetransplantationofWesternuniversityideasandtherejectionandintegrationofmainstreamandnon-mainstreamtraditionsinChinesehighereducationhavebeenmostfullyembodiedinthespecificenvironmentofthe"May4th"newcultureperiod.
In1929,theNanjingNationalistGovernmentformulatedandpromulgatedthe"UniversityOrganizationLaw"and"TechnicalSchoolOrganizationLaw."Amongthem,theexpressionsofthetraininggoalsare"Universitiesshouldfollow.TheeducationalobjectivesandimplementationguidelinesoftheRepublicofChinaannouncedbytheNationalGovernmenttostudyadvancedacademicsandcultivateprofessionals","Collegeschoolsshouldfollow.EducationoftheRepublicofChinaannouncedbytheNationalGovernmentPurposeandimplementationpolicytocultivatetechnicaltalentsbyteachingappliedscience.”In1948,20yearslater,the"UniversityLaw"and"CollegeSchoolLaw"promulgatedbytheNanjingNationalGovernment,theexpressionoftraininggoalswasthesameas20yearsago.Almostexactlythesame.Theabovesituationshowsthatinthenearly40yearsfrom1912to1949,themainlineofhighereducationtrainingisscholarswhostudyadvancedacademicsandtechnicalpersonnelwhostudyappliedscienceshasbeenrunningthroughit.
Intermsofcurriculumsystemandteachingcontent,thebiggestchangebetweentheRepublicofChinaandtheendofQingDynastyistheabolitionofsubjectsthatreflecttraditionalfeudalcultureandtheadditionofalargenumberofnewsubjectsthatreflectthespiritofWesternculture,suchasthehumanitiesandsocialsciences.,Especiallyinnaturalsciencesandtechnicalsciences.Accordingtostatistics,thetotalnumberofcourseslistedinthe"UniversityRegulations"intheearlyyearsoftheRepublicofChinawasmorethan300morethanthatspecifiedinthe"GuimaoEducationSystem"inthelateQingDynasty;thecoursesofthejuniorcollegealsoincreasedby1-2timescomparedwiththecorrespondingcoursesinthelateQingDynasty.ManyofthecoursesofferedbyPekingUniversityinthe1920sundertheauspicesofCaiYuanpeiwerejustgettingstartedinfamousuniversitiesinEuropeandAmerica.AnothernotablechangeinthecurriculumsystemisfromreferringtoJapantodirectlylearningfromthecurriculumofWesterninstitutionsofhigherlearning.Thetextbooksofmanyuniversitiesandcollegesdirectlyusetheoriginaltextbooksofwesternuniversities.Itseemsthatintermsofcurriculumsystemandteachingcontent,thetransplantationofWesternhighereducationhaditssecondclimaxinthe1920sand1930s.Itwasn'tuntilthelate1930sthattextbookscompiledbyChinesescholarsbegantobeadoptedinuniversitiesandcollegesunderthename"UniversitySeries",andtheywerestillmainlylimitedtohumanitiesandsocialsciences.
AfterthefoundingofthePeople’sRepublicofChina,theclearexpressionofhighereducationtraininggoalswasfirstseeningovernmentregulationsanddocumentsinthe“InterimRegulationsforHigherEducation”approvedbytheStateCouncilinJuly1950.Itstipulates:"ThepurposeofhighereducationinstitutionsofthePeople'sRepublicofChinaistocultivatehigh-levelculturalachievements,mastermodernscienceandtechnologyachievements,wholeheartedly,inaccordancewiththeprovisionsofChapter5oftheCommonProgramoftheChinesePeople'sPoliticalConsultativeConference,anduseeducationalmethodsthatareconsistentwiththeoryandpractice.Constructiontalentsservingthepeople."Here,apartfromthepoliticalorientationrequirementsatthebeginningandtheend,thecorecontentis"trainingconstructiontalentswithadvancedculturallevelsandmasteringmodernscientificandtechnologicalachievements."ComparedwiththetraininggoalsofhighereducationintheRepublicofChina,differentrequirementswereputforwardinpolitics,whichisverynatural;itshouldbesaidthatasacharacteristicofhighereducation,itisreflected.Theterm"seniorconstructiontalents"canalsobesaidtocoverTheacademictalentsandspecializedtechnicaltalentshavebeenestablished.Ofcourse,duetothespecificinternationalanddomesticenvironment,so-calledacademicfreedom,universityautonomy,etc.,willnotreceiveattentionunderthesocialconditionsofjustgainingpower.Onthecontrary,thetransformationoftheoldintellectualsintheuniversitywasquicklyputontheagenda.Intermsofthecurriculumsystem,specialemphasiswasplacedonabolishingthepoliticaleducationcurriculumofferedbytheKuomintanggovernmentandreplacingitwithanewcurriculumsystembasedonMarxist-Leninisttheoreticalworks.TheresultoffurtherdevelopmentisafullcopyoftheSovietcurriculumsystem.Accordingtostatisticsin1955,ofthe153coursesofferedbyZhejiangNormalUniversityatthattime,41werebasedontextbooksdirectlytranslatedfromtheSovietUnion,and79coursesusedtextbooksbasedontheSovietmodel.Adapted.Itcanbesaidthatinthishistoricalperiod,thetransplantationofforeignhighereducationhasseenthethirdnewupsurgeinthecurriculumsystem.
From1956to1957,therewasawaveofpursuitofacademicfreedomanduniversityautonomyinthefieldofhighereducationinChina.InresponsetothecalloftheChineseCommunistPartyto"letahundredflowersbloomandahundredschoolsofthoughtcontend",intellectualshavemadefiercecriticismsofthemechanicalcopyingoftheSovietmodel,thenarrowsetofmajorsinuniversities,theneglectofsocialsciencesinhighereducation,andthebeliefinMarxism-Leninismasadogma.ThefamousrepresentativeisMaYinchuofPekingUniversity.Thiscanbeseenasatenaciousconfrontationbetweenthenon-mainstreamChinesehighereducationtraditionandthetransplantedSoviethighereducationmodel(highlycentralizedandunified).Aseveryoneknows,theresultofthiswavewas"atotalvictoryintheanti-rightiststruggle."In1957,inhisfamousspeech"OnCorrectlyHandlingContradictionsamongthePeople",MaoZedongputforwardtheeducationalpolicyguidingChinafornearly30years,thatis,"theeducatedshouldbedevelopedinmoraleducation,intellectualeducation,andphysicaleducation.Educatedworkerswithsocialistconsciousness."InSeptember1958,theCentralCommitteeoftheCommunistPartyofChinaandtheStateCouncilaffirmedMaoZedong’sspeechintheformofgovernmentlawsinthe"InstructionsonEducationalWork":"TheParty’seducationalworkpolicy,Itiseducationthatservesthepoliticsoftheproletariatandcombineseducationwithproductionandlabor.Inordertorealizethispolicy,educationmustbeledbytheparty."Sincethen,thispolicyhasbecomethepurposeofalleducationalinstitutionsinChina,includinguniversities,middleschools,andprimaryschools.
In1961,the"InterimRegulationsontheWorkofHigherEducationInstitutionsDirectlyUndertheMinistryofEducationofthePeople'sRepublicofChina(Draft)"(referredtoas"SixtyArticlesofHigherEducation")waspromulgated,whichsetunprecedenteddetailedregulationsonthetrainingobjectivesofhighereducationinstitutions:"Thetraininggoalsofcollegestudentsare:tohavethespiritofpatriotismandinternationalism,havecommunistmoralqualities,supporttheleadershipoftheCommunistParty,supportsocialism,andbewillingtoservethecauseofsocialismandservethepeople;throughMarxism-LeninismandMaoZedong'sworksThestudy,andcertainproductionlaborandpracticalworkexercises,graduallyestablishtheproletariat’sclassviewpoint,laborviewpoint,massviewpoint,anddialecticalmaterialismviewpoint;masterthebasictheories,professionalknowledgeandpracticalskillsrequiredbytheprofession,asmuchaspossibleUnderstandthenewdevelopmentofsciencewithinthescopeofthismajor;haveasoundbody."Itcanbesaidthatthisisthemostword-countingexpressionofthetraininggoalsofhighereducationsincemoderntimes.ItshouldbesaidthatcomparedwithMaoZedong'sexpositionin1957andtheprovisionsintheinstructionsoftheCentralCommitteeoftheCommunistPartyofChinaandtheStateCouncilin1958,thetrainingobjectivesareclearerandrequirecertainprofessions.ConsideringtheinternationalanddomesticenvironmentChinawasininthe1960s,thiswasabigchange.Moreover,itdidhaveapositiveimpactonpractice.However,thissituationdidnotlastlong.Withtheslogan"Neverforgettheclassstruggle",thepan-politicizationofhighereducationtraininggoalsbecamemoreandmoreintense.Untilthe"CulturalRevolution"tenyears,thehighereducationtraininggoalschangedto""Anti-revisionism,preventionofrevisionism,andtrainingsuccessorstotherevolutionarycause"isanemptyandabstractpoliticalslogan.Inlinewiththis,intermsofcurriculumsystem,teachingcontent,etc.,whilehighlightingpoliticallearning,touchingthesoul,andideologicalreform,professionalknowledgeisreducedtoaminimum,anduniversitieshavebecomeshortcourses.
Inthe20yearsfrom1957to1977,thechangesinChinesehighereducationintermsoftraininggoalsandeducationalconceptscanalsobeexplainedbytheconflictbetweentransplantationandtradition.IfwesaythatduringtheoverallSovietizationperiodfrom1949to1956,thehighereducationtraininggoalsweputforwardstillemphasizeacademicandprofessionalandtechnicaltalents.TheyareacontinuationofthemainlineformedsincetheRepublicofChinaandreflectthetransplantationofexternalfactors.AtthesametimeIncorporatingtheinfluenceoftradition(politicaldirection,politicalrequirements);then,inthenext20years,traditionfiercelyresistedtransplantationanddefeatedit.Here,theso-calledtraditionincludestwoaspects.Onereferstothedeep-rootedmainstreamtraditionofemphasizingethicsandmoraleducationandcultivatingpoliticaltalentsaccumulatedintraditionalChinesehighereducation;Theconceptsandmethodsformedinthetrainingofcadres.Inthepast20years,thespecialinternationalanddomesticenvironmenthasmadeChina'shighereducationclosethedoortointeractwiththeworld,providingasuitablesoilandclimateforthereturnandpromotionoftraditions.TheNationalEducationWorkConferenceheldinApril1978deniedanddiscardedtheeducationalpurposeofthe"CulturalRevolution"withclassstruggleasthekeylink,andestablishedtherealizationofmodernizationasthemaingoalofeducation.InOctoberofthesameyear,theMinistryofEducationslightlyrevisedthe"SixtyArticlesofHigherEducation"promulgatedin1961,andissuedanationaluniversityorganizationfordiscussion.Thetraininggoalsofhighereducationwerecompletelyoriginal.Nevertheless,atleastitshowsthatintheearlystageofreformandopeningup,theissueoffocusingonprofessionalknowledgehasbeenputontheagenda.InFebruary1980,theNationalPeople'sCongresspromulgatedthe"RegulationsonAcademicDegreesofthePeople'sRepublicofChina",stipulatingthatgraduatesandscientificresearchersincollegesanduniversitiesandscientificresearchinstitutionsshallbesubjecttostrictassessmentandbeawardedbachelor's,master'sanddoctoraldegreesrespectively.Itspurposeistopromotethegrowthofscientificprofessionals,promotetheimprovementoftheacademiclevelofvariousdisciplinesandthedevelopmentofeducationandscience.
InMay1985,theCentralCommitteeoftheCommunistPartyofChinapromulgatedthe"DecisiononEducationSystemReform."The"Decision"pointedoutthat"Highereducationinstitutionsareresponsibleforthemajortaskofcultivatinghigh-levelspecializedtalentsanddevelopingscience,technologyandculture."ThisisthefirsttimesincethefoundingofthePeople'sRepublicofChinathatthetaskofhighereducationissoclearlyattributedtothetraininganddevelopmentofhigh-levelspecializedtalents.Scienceandtechnologyculture.Anothermajordecisionrelatedtotheconceptofhighereducationatthismeetingwastoexplicitlyproposetoexpandtheautonomyofhighereducationinstitutions,changethegovernment’s“overallmanagementsystem”forhighereducationinstitutions,andenablehighereducationinstitutionstoactivelyadapttotheeconomy.Andtheenthusiasmandabilityneededforsocialdevelopment."Althoughtheautonomygainedbyhighereducationinstitutionsintheactualimplementationprocessisfarfromthedegreeoffreedomgiveninthedocument,wecanstillsaythatthe"Decision"hasgivenChinesehighereducationinstitutionsadegreeofautonomythattheyhaveneverhadsincethefoundingofthePeople'sRepublicofChina.Inaddition,the"Decision"alsoemphasizesthatcollegesanduniversitiesareteachingandresearchcenters,ratherthanbeingresponsibleforteachingorprofessionaltrainingliketheSovietmodel;itemphasizesreformingteachingcontent,teachingmethods,andteachingsystems,andemphasizesimprovingteachingqualityandcarryingoutteachingreforms.Experiment,changethesituationofnarrowmajors,increaseelectivecourses,implementthecreditsystemanddualdegreesystem,etc.,andstrivetolearnfromandtransplantthecurriculumsystemandteachingcontentofadvancedcountries’highereducation.
Inthe1990s,withWiththedeepeningofreformandopeningupandthetransformationoftheeconomicsystem,thedevelopmentofChina'shighereducationhasenteredanewhistoricalperiod.InJuly1994,theStateCouncilissuedthe"ImplementationOpinionsonChina'sEducationReformandDevelopmentProgram",whichproposedtofurthergivefullplaytotheroleofhighereducationinstitutionsinChina.Animportantroleinthenationalscienceandtechnologywork,theimplementationofthe"211"project,facingthe21stcentury,focusingontheconstructionofabout100collegesanduniversitiesandanumberofkeydisciplines.InAugust1998,theNationalPeople’sCongressformulatedandpromulgatedthe"HigherEducationofthePeople’sRepublicofChinaTheLawonHigherEducationstipulates:“Thetaskofhighereducationistocultivatehigh-levelprofessionalswithinnovativespiritandpracticalability,developscience,technologyandculture,andpromotesocialistmodernization.”“Highereducationinstitutionsshouldfacethesocietyandorganizetheirowneducationinaccordancewiththelaw.Theimplementationofdemocraticmanagement"emphasizesthetrainingofseniorprofessionalsandtheautonomyofrunningschools.Thisisthefirsthighereducationlawenactedandpromulgatedinthe50yearssincethefoundingofthePeople’sRepublicofChina.,Traininggoals,managementsystems,etc.Atthesametime,withthedevelopmentoftheeconomyandtheincreasingdemandforhighereducationbythepeople,theideaofpopularizationofhighereducationinWesterndevelopedcountriesisincreasinglybeingacceptedandtransformedbypeople.Forthegovernment’seducationalpolicy,thetraditionofChinesehighereducationfacingthesocialeliteisbecominghistory.Itcanbesaidthatafterawholecenturyoftwistsandturns,Chinesemodernhighereducationfinallyhasaclearconceptofkeepingpacewiththedevelopmentofhighereducationintheworld.,Goalsanddirections.
HighereducationisanimportantpartofChina’seducationandamajorforceinthecountry’sscientificresearchdevelopmentand)Atotalof2138,including403independentprivategeneralcollegesanduniversities;atotalof348adultcollegesnationwide,including1privateadultcollege.Inaddition,China'shighereducationenrollmentandthescaleofstudentscontinuetoincrease.Inthe21stcentury,China'shighereducationhasbecomepopularDuringthedevelopmentstage,thereishugeroomfordevelopment.
Chinesecharacteristics
Thereportofthe19thNationalCongressoftheCommunistPartyofChinaannouncedthatChinahasenteredanewera.Inthenewera,China’shighereducationmustembodythepathofsocialismwithChinesecharacteristics.HighereducationwithChinesecharacteristicsTheroadtoastrongcountryinhighereducationistheonlywaytorealizetheself-confidenceoftheroad,theory,system,andcultureofChina'shighereducation.ItisalsothewaytocontributeChinesewisdomandChinesesolutionstothesolutionofhumanproblems.
Forthisreason,thereportofthe19thNationalCongressoftheCommunistPartyofChinaproposedto"acceleratetheconstructionoffirst-classuniversitiesandfirst-classdisciplines,andrealizetheconnotativedevelopmentofhighereducation."Theultimategoaloftheconstructionof"doublefirst-class"istoacceleratetheadvancementofhighereducationwithChinesecharacteristics.TheultimategoalofhighereducationwithChinesecharacteristicsistobuildacountrywithastronghighereducation,andastrongcountrywithhighereducationhastoentertheneweratomeetthepeople’sgrowingneedforhighereducationandhighereducation.ThecontradictionbetweenunbalancedandinsufficientdevelopmentisalsoarealisticneedofhighereducationwithChinesecharacteristics.
Постижения на реформите
(1) През последните години реформите на системата отбелязаха голям напредък. Системата за управление на училище постепенно разби стария модел на спонсорирано от правителството управление на училище и се появява нов модел на управление на училище в различни форми.
(2)Thereformoftheinvestmentsystemhasgraduallychangedtheoldsystemthatreliedsolelyonfinancialappropriations,andanewsystemofmulti-channelfund-raisingbasedonfinancialappropriationsisbeingformed.
(3)Thereformofthemanagementsystemhasmadegreatprogressinfiveformsofreform,includingjointconstructionandmanagement,cooperativeschoolrunning,schoolmerger,cooperativeschoolrunning,andtransfertolocalgovernmentmanagement,andisgraduallybeingstrengthened.Theoverallmanagementofeducationbythecentraleducationadministrativedepartmentandthelocaleducationadministrativedepartment.
(4)Thereformofcollegeentranceexaminationshasbegun,andthe3+Xexaminationreformplanhasbeengenerallyimplemented.Thecollegeentranceexaminationwillalsobeadmittedonline,andcollegeentranceexaminationsandadmissionwillbemorescientific,Morejustandfairer.
(5) Реформата на системата за вътрешно управление на училището е допълнително задълбочена и способността на училището да се адаптира активно към самоспонсорираното от обществото обучение и самодисциплина е подобрена.
Thesystemreformandstructuraladjustmentofhighereducationarecloselyintegrated,andthehierarchicalstructureandsubjectstructurearegraduallybecomingmorereasonable.Thetotalnumberofundergraduatemajorswasreducedfrom813to504intheadjustmentin1993,andthenadjustedto249in1998,whichbroadenedtheprofessionalscopeandenhancedtheadaptability.Teachingreformscontinuetobecarriedoutinanall-roundandin-depthmanner,andstrivetoimprovethequalityoftalenttraining.
Facingthe21stcentury,thereformofteachingcontentandcurriculumsystemhasenteredasubstantivestage.Manytalenttrainingmodelsthatmeettheneedsofthe21stcenturyaremovingfrompilotprojectstopopularizationandapplication.Itisexpectedthat100newtrainingmodelswillbelaunchedby2002(Teachingplan),compileandpublish1,000kindsof"21stCenturyCourseTextbooks";abatchofbasichumanitiesandsciencetalenttrainingbasesandengineeringbasiccoursesbasesareunderconstructionanddeepeningreformstodeliverexcellentbasictalentsforthenewcentury;strengthenthepilotprogramofculturalqualityeducationforcollegestudentsAchievinggratifyingresults.Atthebeginningof1999,theMinistryofEducationidentified32culturalqualityeducationbasesforcollegestudentsnationwide;thediscussionofeducationalideasandconceptscenteredonenhancingqualityawarenessandestablishingqualityeducationconceptsiscontinuingandhealthy;teachingqualificationevaluationandexcellentteachingThepilotworkschoolevaluationplaysanimportantrole.
Throughcontinuouspracticeandexploration,amacro-monitoringsystemforteachingqualitywithChinesecharacteristicswillbeestablished;allofthesewillcultivateasolidfoundation,broadknowledge,strongability,andhighqualitytomeettheneedsofthe21stcentury.Talentshavelaidanimportantfoundation.
OnJanuary13,1999,theStateCouncilformallyforwardedtheMinistryofEducation’sActionPlanforthePromotionofEducationinthe21stCentury.Thestrategyisformulatedtocomprehensivelypromotethedevelopmentofeducationalreformsandimprovethequalityandinnovationcapabilitiesoftheentirenation.The"Plan"putforward11plansandrequirements.Thespecificimplementationplansfortalenttrainingsuchasthe"YangtzeRiverProgram","Cross-CenturyTalentTrainingProgram"and"ChunhuiProgram"relatedtothe"Plan"havebeeneffectivelycarriedout,andgratifyingresultshavebeenachieved.
Theopeningupofhighereducationandinternationalexchangesandcooperationaregraduallyexpanding.Since1978,thestatehassentmorethan270,000overseasstudentsofvarioustypestomorethan100countriesandregions,andmorethan90,000havereturnedtoChina;morethan210,000internationalstudentshavebeenadmittedtoChina;highereducationinstitutionshavehiredforeignexperts,scholarsandscholars.Morethan40,000teacherscametoChinatoteachorgiveshort-termlectures.Throughopeninguptotheoutsideworld,activelyabsorbingandlearningfromthebeneficialexperienceofforeigncountries,ithaspromotedtheimprovementofteachingqualityandscientificresearchlevel.
Afterthe15thNationalCongressoftheCommunistPartyofChina,China'shighereducationhasadoptedanewattitude,speedingupreforms,steadilydeveloping,improvingquality,andfullyadaptingtothe21stcentury.
Developmentdirection
Diversifiedstructure
Highereducationisdevelopinginadiversifieddirection,evolvingfromasinglestructuretomultiplestructures.Thisisthereformofhighereducationintheworldtoday.Oneoftheimportanttrends.Moderneconomicdevelopmenthasputforwardnewrequirementsforthereformofhighereducation.Thedemandfortalentsinvariouscountriesisincreasingdaybyday.Notonlyhigh-leveltechnicalpersonnelandmanagementpersonnel,butalsoalargenumberofintermediate-leveltechnicalpersonnelareneeded.Thisrequireshighereducationtoestablishareasonabletalentstructurethatmeetstheneedsofmoderneconomicdevelopment,reformthetraditionalivorytowerstructureofhighereducation,andrealizethediversificationofeducationalstructuretypes.Thisismanifestedinvariousformsofrunningschools,inadditiontoexpandingtheoriginaluniversities,vigorouslydevelopingshort-termcollegesandjuniorcollegeswithdifferenteducationalsystems,sothatvarioustypesofinstitutionsofhigherlearningcoexist,withdifferenttraininggoalsandflexibleteachingmethods.
Fromtheperspectiveofthestructurallevelsofhighereducationinmanycountriesintheworld,thethreelevelsofgraduate,undergraduate,andjuniorcollegearepyramid-shaped.Amongthem,juniorcollegesandjuniorcollegeshavebeenparticularlyvaluedinrecentyearsandhavewonGreatdevelopment.Forexample,thenumberofjuniorcollegesorcommunitycollegesintheUnitedStateshasgrowntomorethan1,500,with6.5millionstudentsenrolled,accountingformorethan50%ofthetotalnumberofcollegestudentsintheUnitedStates.Itisthefastest-growingschoolinAmericanhighereducationtoday.Germany'sjuniortechnicaluniversitieshavealsodevelopedrapidlyandhavebecomeanimportantpartofthehighereducationsystem.Accordingtostatistics,thereare850juniortechnicaluniversitiesinGermany,accountingforabouthalfofthetotalnumberofhighereducationinstitutionsinGermany.ThenumberofjuniorcollegesinJapanincreasedfrom270in1980with300,000studentsto625in1994with1.9millionstudents.Becausejuniorcollegesandjuniorcollegesinvariouscountriesareknownfortheircleartraininggoals,shorteducationalsystem,lowfees,strongregionality,andeasyemployment,theyareverypopularintheproductiondepartmentsofvariousenterprisesandthetalentandlabormarket,andpromotetheirownscaleandquantity.Rapiddevelopment.
Basicallyrealizethemodernizationofeducation
Startingfrom2015,theimplementationoftheeducationplanhasenteredthesecondfive-yearperiod,andthebasicrealizationofthemodernizationofeducationhasenteredastageofcomprehensivetackling.Theeducationplanoutlineandthereportofthe18thNationalCongressoftheCommunistPartyofChinaclearlystipulatethatthemodernizationofeducationwillbebasicallyrealizedin2020.Basicallyrealizingthemodernizationofeducationisanimportantpartofbuildingawell-offsocietyinanall-roundwayin2020.Educationisthetoppriorityofthepeople'slivelihood.Ifeducationfailstobasicallyachievethegoalofmodernizationontime,itwilldirectlyaffectthecomprehensiveestablishmentofawell-offsociety.Inthestrategiclayoutofnationalmodernization,thereasonwhyeducationmodernizationhastotaketheleadisbecauseeducationhasabasic,leading,andoverallrole.Ifeducationcannottaketheleadinrealizingmodernization,itwillaffecttheprocessofnationalsocialistmodernization.Wemuststandatthestrategicheightofthe"twocentenary"goalsandtheChinesedreamofthegreatrejuvenationoftheChinesenation.Wemustdeeplyunderstandthesignificanceofacceleratingthemodernizationofeducationfromtheperspectiveofunderstanding,adaptingandleadingthenewnormalofeconomicdevelopment.Enhancethesenseofmission,responsibilityandurgencyofthework.
Aftermorethan60yearsofunremittingeffortsofNewChinaandmorethan30yearsofreformandopeningup,mycountry’seducationhasundergoneearth-shakingchanges,achievedworld-renownedachievements,andachievedahistorictransformationfromacountrywithalargepopulationtoacountrywithlargehumanresources.特别是教育规划纲要实施五年以来，我国教育改革发展明显加速，服务经济社会发展的能力大大增强，与国际教育先进水平的差距不断缩小，为基本实现教育现代化奠定了坚实基础。同时，我们也清醒看到，与基本实现教育现代化要求相比，我国教育还存在明显的短板。教育观念相对落后，内容方法比较陈旧，学生适应社会和创新创业能力不强；教育体制机制不尽完善，学校办学活力不足；教育结构布局不尽合理，城乡、区域教育发展不平衡。特别是我们的教育管理方式还没有发生根本性的变化，管理体系和管理能力还不适应国家经济社会持续健康发展和人民群众接受良好教育的要求。着力解决这些重大问题，是加快推进教育现代化的当务之急。
基本建成高等教育强国
2015年8月18日，中央全面深化改革领导小组会议审议通过《统筹推进世界一流大学和一流学科建设总体方案》，对新时期高等教育重点建设做出新部署，并于同年11月由国务院印发，决定统筹推进建设世界一流大学和一流学科。方案里提到，双一流建设的总体目标是推动一批高水平大学和学科进入世界一流行列或前列，加快高等教育治理体系和治理能力现代化，提高高等学校人才培养、科学研究、社会服务和文化传承创新水平，使之成为知识发现和科技创新的重要力量、先进思想和优秀文化的重要源泉、培养各类高素质优秀人才的重要基地，在支撑国家创新驱动发展战略、服务经济社会发展、弘扬中华优秀传统文化、培育和践行社会主义核心价值观、促进高等教育内涵式发展等方面发挥重大作用。
到2020年，若干所大学和一批学科进入世界一流行列，若干学科进入世界一流学科前列。
到2030年，更多的大学和学科进入世界一流行列，若干所大学进入世界一流大学前列，一批学科进入世界一流学科前列，高等教育整体实力显著提升。
到21世纪中叶，一流大学和一流学科的数量和实力进入世界前列，基本建成高等教育强国。