Developmentstatus
In2010,Chinahad2,723regularcollegesanduniversitiesandadultcolleges;therewereatotalof797postgraduatetrainingunits,including481collegesanduniversitiesand316scientificresearchinstitutions.Fromtheperspectiveofassetscale,fixedassetsofcollegesanduniversitieshavethecharacteristicsofdiverseforms,varioustypes,largequantities,andhighvalues,andthefundsinvestedinvariousformsoffixedassetswillbecomelargerandlarger.
Vuonna 2010 tiedekunnan näkökulmasta korkeakoulujen ja yliopistojen tiedekuntaa ja henkilökuntaa oli 2 156 600, joista 1 343 100 oli kokopäiväistä opettajaa. chers.Lisätietoja, katso "Analysis Report on MarketOutloo andInvestment Strategic Planning ofChina's HigherEducation Industry".
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.
Vuonna 2020 2 738 vakinaista korkeakoulua ja yliopistoa eri puolilla maata. Niiden joukossa on 1 270 perustutkintoa suorittavaa korkeakoulua (mukaan lukien 21 perustutkintoa suorittavaa ammattikoulua);1 468 korkeakoulua. yhteensä 9 674 500 opiskelijaa, yhteensä 32 852 900 opiskelijaa. Ilmoittautuneita on 1,1666 miljoonaa jatko-opiskelijaa, joukosta Whichthereare3,139 600Postgraduatees.ATOtalOf3.6376MillionadultCollegesandJuniorcollegeswereenRolledNationwide ja 7 772,900 StudentswerenRolledInSchools.enrolled2,779,100Networundradraduates.330MiLLerNernstudstudens. RosstheCountry.
Kansainvälisesti yleisesti uskotaan, että kun korkeakoulutuksen bruttoosuus on alle 15 %, se on ylioppilaskoulutuksen vaihetta ja 15 % ~ 50 % korkeakoulutuksen suosiota.Eliittikoulutus ennen2002
Kiinan koulutusministeriön tiedot osoittivat, että vuonna 1978Kiinan korkeakoulujen kokonaismäärä kasvoi1,55%. 001 ja 15 % vuonna 2002.
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.
Koulutustaso
Korkeakoulutustaso
Korkeakoulutus sisältää akateemisen koulutuksen ja muun kuin akateemisen koulutuksen.
Akateeminen koulutus sisältää pääasiassa neljä tasoa: yleinen nuorempi korkeakoulu (korkeammatillinen ja tekninen korkeakoulu), perustutkinto (mukaan lukien korkeakoulun ylennys), maisterin tutkinto ja tohtorin tutkinto.
Koulutustaso | Perusopintojakso | Koulutuksen pääosa |
Erikoiskoulutus | Kaksi-kolme vuotta | Tekninen korkeakoulu |
Peruskoulutus | neljästä viiteen vuotta | Yliopistot, itsenäiset korkeakoulut ScientificresearchinstitutionsapprovedbytheEducationAdministrationDepartmentoftheStateCouncil |
Maisterin tutkinto | Kaksi-kolme vuotta | |
Tohtorikoulutus | KolmeUptofour vuotta | |
Lähde:"Kiinan kansantasavallan korkeakoululaki" |
Koulutuskoodi
Yleisen korkeamman koulutustason järjestys korkealta on:tohtorintutkintotodistuksen koodi(01), maisterintutkintotodistuskoodi(02), toisen kandidaatin tutkinnon sertifikaattikoodi(04), kandidaatin koodi(04), kandidaatin koodi (06).
Sertifikaatin numero
Opiskelumuotoonkokopäiväinen(peruskoulutusvaihe),kokopäiväinen tai osa-aikainen(jatkokoulutusvaihe)akateeminen tutkintotodistus,ensimmäiset viisi numeroa ovatyliopistonnimikoodi,kuudes(1)yliopistoon(yleiskorkeakoulutusaste).
Huomaa todistuksen numeron kuudes paikka.Muu koulutyypin koodi:1:Yleinenkorkeakoulu(yleisrekrytointi);5:Aikuistenkorkeakoulutus;6:Korkeakoulututkinto jakorkeakoulututkintokoe;7:Verkkokoulutus on yliopisto;8:Nyliopisto
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".
Korkeakoulu - Pekingin yliopisto (2 kuvaa)
PerustutkintotasoChinaHigherEducationReserveTrainingProgramissa(Ministry,Province,City)Erilainen perustutkintojärjestelmäjaluonto(julkinen ja yksityinen),järjestelmän määrittämät erilaiset perustutkintomaksut,yliopisto(yksi,kaksi,kolme),yliopisto(yksi,kaksi,kolme) ,ja kolme korkeakoulua ovat yliopistoja, joilla on sama kandidaatin tutkinto ja tutkinto, mutta ne keskittyvät erilaisiin tärkeimpiin perustutkinto-oppilaitoksiin(" kaksinkertainen"ensimmäisen luokan"rakennusyliopistot)korostavatteoreettista tutkimusta,tavalliset perustutkintoyliopistot(tavalliset yhden,kahden ja kolmen korkeakoulun yliopistot)korostavat teoreettista sovellusta,jakorkean tason lahjakkuuskoulutusohjelmassaKiinan korkea-oppimislaitoksen2-koulutusjärjestelmä s.Peking | Pekingin yliopisto | BeijingJiaotong University | 33 |
Renmin University of China | Pekingin teknologiayliopisto | ||
Tsinghuan yliopisto | Pekingin tiede- ja teknologiayliopisto | ||
Pekingin ilmailu- ja astronautiikkayliopisto | Beijing University of Chemical Technology | ||
BeijingInstituteof Technology | Pekingin posti- ja televiestintäyliopisto | ||
Kiinan maatalousyliopisto | Beijing ForestryUniversity | ||
BeijingNormalUniversity | PekingUnion Medical College | ||
Kansallisuuksien keskusyliopisto | Pekingin perinteisen kiinalaisen lääketieteen yliopisto | ||
CapitalNormalUniversity | |||
BeijingForeignStudiesUniversity | |||
Kiinan viestintäyliopisto | |||
Rahoituksen ja taloustieteen keskusyliopisto | |||
Kansainvälisen liiketoiminnan ja taloustieteen yliopisto | |||
Kiinan ulkoasiainyliopisto | |||
Kiinan kansanturvallisuusyliopisto | |||
BeijingSportUniversity | |||
Musiikin keskuskonservatorio | |||
China Conservatoryof Music | |||
Kuvataideakatemia | |||
Central Academyof Drama | |||
Kiinan valtiotieteiden ja oikeustieteen yliopisto | |||
Kiinan yliopiston tiedeakatemia | |||
China University of Petroleum (Peking) | |||
Kiinan geotieteiden yliopisto (Peking)) | |||
Kiinan kaivos- ja teknologiayliopisto (Peking) | |||
Jiangsu | Nanjingin yliopisto | > Suzhoun yliopisto | 15 |
Southeast University | Nanjingin ilmailu- ja astronautiikkayliopisto | ||
Nanjingin tiede- ja teknologiayliopisto | |||
Kiinan kaivos- ja teknologiayliopisto | |||
Nanjingin posti- ja televiestintäyliopisto | |||
Hohain yliopisto | |||
Jiangnanin yliopisto | |||
Nanjing Forestry University | |||
Nanjingin tietotekniikan yliopisto | |||
Nanjingin maatalousyliopisto | |||
Nanjingin perinteinen kiinalainen lääketieteen yliopisto | |||
ChinaPharmaceutical University | |||
NanjingNormalUniversity | |||
Shanghai | Fudanin yliopisto | Itä-Kiinan tiede- ja teknologiayliopisto | 14 |
Tongjin yliopisto | Donghuan yliopisto | ||
ShanghaiJiaotong University | ShanghaiOceanUniversity | ||
Itä-Kiinan normaaliyliopisto | Shanghain perinteisen kiinalaisen lääketieteen yliopisto | ||
Shanghai International Studies University | |||
Shanghain rahoitus- ja talousyliopisto | |||
ShanghaiInstitute of Physical Education | |||
Shanghain konservatorio | |||
Shanghain yliopisto | |||
People's LiberationArmyNavalLääketieteellinen yliopisto | |||
Sichuan p> | Sichuanin yliopisto | SouthwestJiaotong University | 8 |
Elektronisen teknologian yliopisto | Southwest Petroleum University | ||
Chengdun teknologiayliopisto | |||
Sichuanin maatalousyliopisto | |||
Chengdun perinteisen kiinalaisen lääketieteen yliopisto | |||
Southwestern University of Finance and Economics | |||
Shaanxi | Xi’anJiaotongUniversity | > Northwest University | 8 |
Northwestern Polytechnical University | Xidian University | ||
NorthwestA&F-yliopisto | > Chang'anin yliopisto | ||
ShaanxiNormalUniversity | |||
Kiinan PLAAirForceMilitaryMedical University p> | |||
Hubei | > Wuhanin yliopisto | Kiinan geotieteiden yliopisto | 7 |
Huazhongin tiede- ja teknologiayliopisto | Wuhanin teknillinen yliopisto | ||
Huazhongin maatalousyliopisto | |||
HuazhongNormalUniversity | |||
Zhongnanin talous- ja lakiyliopisto | |||
Tianjin | Nankain yliopisto | Tianjinin ammattikorkeakoulu | 5 |
Tianjinin yliopisto | Tianjin Medical University | ||
Tianjinin perinteisen kiinalaisen lääketieteen yliopisto | |||
Guangdong | SunYat-senUniversity | Jinanin yliopisto | 5 |
Etelä-Kiinan teknologiayliopisto | Kiinan lääketieteen Guangzhoun yliopisto | ||
Etelä-KiinaNormaaliyliopisto | |||
Liaoning | Dalianin teknillinen yliopisto | Liaoningin yliopisto | 4 |
Northeastern University | DalianMaritime University | ||
Heilongjiang | HarbinInstituteof Technology | Harbin EngineeringUniversity | 4 |
Northeast Agricultural University | |||
Northeast Forestry University | |||
Hunan | CentralSouth University | HunanNormalUniversity | 4 |
People's Liberation Army National University of Defense Technology | |||
Hunan University | |||
Shandong | Shandongin yliopisto | China University of Petroleum | 3 |
Ocean University of China | |||
Jilin | Jilinin yliopisto | Yanbian yliopisto | 3 |
NortheastNormal University | |||
Anhui | Kiinan tiede- ja teknologiayliopisto | > Anhuin yliopisto | 3 |
Hefein teknologiayliopisto | |||
Zhejiang | Zhejiangin yliopisto | > Ningbon yliopisto | 3 |
KiinaAcademyof Art | |||
Chongqing | Chongqingin yliopisto | Southwest University | > 2 |
Fujian | Xiamenin yliopisto | > Fuzhoun yliopisto | > 2 |
Henan | > Zhengzhoun yliopisto | HenanUniversity | > 2 |
Xinjiang | Xinjiangin yliopisto | Shihezi-yliopisto | > 2 |
Hebei | Pohjois-Kiinan sähkövoimayliopisto | 2 | |
Hebein teknologiayliopisto | |||
Yunnan | Yunnanin yliopisto | 1 | |
Gansu | Lanzhoun yliopisto | 1 | |
Shanxi | Taiyuanin teknologiayliopisto | > 1 | |
Jiangxi | Nannchangin yliopisto | > 1 | |
Hainan | Hainan University | > 1 | |
| > Guizhou | Guizhoun yliopisto | > 1 | |
| > Qinghai | Qinghain yliopisto | > 1 | |
Ningxia | Ningxian yliopisto | > 1 | |
Sisä-Mongolia | Sisä-Mongolian yliopisto | > 1 | |
Guangxi | Guangxin yliopisto | > 1 | |
Tiibet | Tiibetin yliopisto | > 1 |
Huomautus:Kiinan kansantasavallan opetusministeriön asiakirjojen luettelon järjestys koskee.
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.
Vertailu
Useiden korkeampien koulutusmenetelmien, kuten itseopiskelukokeiden, aikuisten korkeakoulujen pääsykokeiden, verkkokoulutuksen, yksityiskoulujen, radio- ja TV-yliopistojen, jatkotutkintojen pääsykokeet jne., vertailu:
Koulutus | Sisääntulokynnys | Oppimismenetelmä | Rekisteröintitavoite | Oppimisvuodet | Sertifikaatin kultasisältö |
Itseopiskelukoe | Itseopiskelukokeeseen ei ole pääsykoetta.Ehdokkaat yhden oppiaineen kokeeseen.Kaikkien oppiaineiden läpäisyn jälkeen myönnetään tutkintotodistus.Kokeita on kaksi neljää vuodessa. | Itseopiskelu on lähinnä itseopiskelua, ja voit myös osallistua itseopiskeluavusteisille luokille, joita järjestävät muut sosiaalikoulutusjoukot tai päätutkintokoulu. | Sukupuolen, iän, etnisen alkuperän, rodun, koulutuksen rajoitukseton, se on täysin avoin koulutus. | Itseopiskelukokeet jaetaan kursseihin, kertyneisiin opintopisteisiin ja lopulta hankittuihin tutkintotodistuksiin. Tämä lukukausi ja kouluvuosijärjestelmä eivät rajoita sitä. | Korkein tunnustettu korkeakoulututkinto itseopiskelututkintoon perustutkinto- tai junioritutkinto.Koulutustodistukset ovat vaikeimpia saada, ja tunnustuksen tutkinto on korkein jatkokoulutus. |
Aikuisten korkeakoulututkinto | Aikuisten ylioppilaskoe on yhtenäinen kansallinen pääsykoe, jonka koulu valitsee kokeen tulosten mukaan.Yhdistetty koe pidetään kerran vuodessa lokakuussa. | Aikuisten korkeakoulututkinto sisältää pääasiassa kokoaikaista, osa-aikaista oppimista ja kirjeoppimista. | Aikuisten ylioppilastutkinto perustuu pääasiassa paikallisten kotitalouksien rekisteröintiopiskelijoiden ja ulkomaalaisten opiskelijoiden päällikkölähetykseen. | Aikuisten ylioppilastutkinnon opiskeluaika on sama kuin ilmoittautumistaso ja pääaine.Se kestää 2 vuotta eli 5-6 vuotta. | Aikuisten korkeakoulututkinnon perustutkintotodistuksen mukaan tunnustus on toinen kuin itsetutkinto. |
Verkkokoulutus | Verkkoyliopistot asettavat kysymyksiä itsenäisesti ja järjestävät kokeet pääsykorkeakoulujen mukaan. Vain pätevät voivat ilmoittautua. | Kaksi opetusmenetelmää, yksi verkko-opetus Internetin kautta, ja muut intensiiviset kasvokkain opetus. | Vakiintuneet toimijat, harjoittajat ja muut yhteiskunnan jäsenet. Jäsenmäärälle ei ole maantieteellisiä rajoituksia. | Verkkokoulutus toteuttaa yleensä joustavan akateemisen järjestelmän, josta suurin osa kestää 2–6 vuotta. | Sain kansallisesti tunnustetun verkoston korkeakoulututkintotodistuksen. |
yksityiskoulu | Koulukunta on omassa kokeessaan,ja testin läpäisevät voivat ilmoittautua pääsymaksuun lukukausimaksun maksamisen jälkeen. | Yksityiskoulujen opiskelijat osallistuvat kokopäiväisiin luokkiin opettajiensa järjestelyjen mukaisesti. | Vakiintuneita toimijoita, ammatinharjoittajia jne. Hakijoille ei ole maantieteellisiä rajoituksia. | Yksityiskoulut ovat kaksi lukuvuotta ja ylioppilas neljä vuotta. | Opiskelukauden lopussa saat yksityiskoulun myöntämän valmistumistodistuksen. |
Yleisradio- ja TV-yliopisto | Sinun on suoritettava paikallisen TV-yliopiston järjestämä pääsykoe, ja sinulla on oltava vaadittava akateeminen pätevyys, ennen kuin voit rekisteröityä. | Radio- ja televisioyliopistossa on myös kaksi menetelmää: verkkoluokkahuone ja kasvokkain opetus. | Vakiintuneilla toimijoilla, ammatinharjoittajilla jne.Osallistumiselle ei ole maantieteellisiä rajoituksia. | Yleisradio- ja TV-yliopistokoulutus toteuttaa opintosuoritusten järjestelmän, koulujärjestelmä on kaksi ja puoli vuotta, ja opiskelijan asema on voimassa kahdeksan vuotta. | Hanki radio- ja televisioyliopiston tutkintotodistus. |
Opetussuunnitelman integrointi
Näkymät
Nykyaikaisen teknologian ja tuotannon kehittäminen perustuu integraatioon, joka näkyy korkeammassa koulutuksessa onkurssien integrointi.Ns. Sosiaalisen kehityksen tarpeita ja taitoja ratkaista monimutkaisia aiheita.Nykyäänkorkean koulutuksen opetussuunnitelmien integrointia on arvostettu monissa maissa.Kiitos useita tehokkaita toimenpiteitä,korkeakoulutus onsaanut huomattavia tuloksia opetussuunnitelmamuodossa.
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.
Luokittelujärjestelmä
25. tammikuuta 2017 opetusministeriö antoi "LausunnonKorkeakoululaitosten perustamisesta 13. viiden vuoden suunnitelman aikana" kationi voidaan jakaa kolmeen tyyppiin: tutkimus, hakemus ja ammatilliset taidot: tutkimusopistot, sovelletut korkeakoulut ja ammatilliset taitoon perustuvat korkeakoulut ja yliopistot.
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.
"keskus" tarjoaa kaksi tapaa akateemista pätevyyttä varten
(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.
Kiinan korkeakoulutuskehityksen historia
Modeconversion
Kiinan korkeamman koulutuksen nykyaikaistamisen historiallinen prosessi viime vuosisadalla, muuntaminen sopii kehitysmuotoon, voidaan jakaa karkeasti kolmeen jaksoon.
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.
Uudelleensaavutukset
(1)Viime vuodet järjestelmäuudistukset ovat ottaneet suuria harppauksia.Koulujen toimintajärjestelmä on asteittain katkennut vanhan hallituksen tukeman koulun toiminnan, ja uusien koulujen toiminnan eri muodoissa.
(2)Thereformoftheinvestmentsystemhasgraduallychangedtheoldsystemthatreliedsolelyonfinancialappropriations,andanewsystemofmulti-channelfund-raisingbasedonfinancialappropriationsisbeingformed.
(3)Thereformofthemanagementsystemhasmadegreatprogressinfiveformsofreform,includingjointconstructionandmanagement,cooperativeschoolrunning,schoolmerger,cooperativeschoolrunning,andtransfertolocalgovernmentmanagement,andisgraduallybeingstrengthened.Theoverallmanagementofeducationbythecentraleducationadministrativedepartmentandthelocaleducationadministrativedepartment.
(4)Thereformofcollegeentranceexaminationshasbegun,andthe3+Xexaminationreformplanhasbeengenerallyimplemented.Thecollegeentranceexaminationwillalsobeadmittedonline,andcollegeentranceexaminationsandadmissionwillbemorescientific,Morejustandfairer.
(5)Koulun sisäisen johtamisjärjestelmän uudistusta on syvennetty edelleen, ja koulun kykyä sopeutua aktiivisesti yhteiskunnan omatoimiseen oppimiseen ja itsekuriin on parannettu.
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。