[1]李健.中国教育国际影响力的内涵体系构建[J].清华大学教育研究,2026,(05):114-122.[doi:10.14138/j.1001-4519.2026.05.011409]
LI Jian.Constructing a Connotation System for the International In?uence of Chinese Education[J].TSINGHUA JOURNAL OF EDUCATION,2026,(05):114-122.[doi:10.14138/j.1001-4519.2026.05.011409]
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中国教育国际影响力的内涵体系构建
LI Jian.Constructing a Connotation System for the International In?uence of Chinese Education[J].TSINGHUA JOURNAL OF EDUCATION,2026,(05):114-122.[doi:10.14138/j.1001-4519.2026.05.011409]
清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]
- 卷:
- 期数:
- 2026年05期
- 页码:
- 114-122
- 栏目:
- 国际与比较教育
- 出版日期:
- 2026-10-20
文章信息/Info
- Title:
- Constructing a Connotation System for the International In?uence of Chinese Education
- Keywords:
- international in?uence of Chinese education; construction of the connotation system; building China into a leading nation in education; development of an independent knowledge system
- 分类号:
- G511
- 文献标志码:
- A
- 摘要:
- 内涵体系的构建是解构中国教育国际影响力的理论基础与思想根基。中国教育国际影响力的内涵构建具有多学科视角：哲学视域下，教育国际影响力作为“工具”与“价值”重构；心理学视域下，教育国际影响力作为个体认知与行为模式；社会学视域下，教育国际影响力作为“符号再生产”。非强制性、层级性与外溢性是构建中国教育国际影响力的核心属性。非强制性作为形塑潜移默化的教育共鸣力，层级性作为构建“个体-组织-国家”的教育辐射力，外溢性作为建设“政治-经济-文化”的教育协同力。开放性、互鉴性与自觉性是中国教育国际影响力内涵构建的基本原则。“输出”与“输入”、“本土”与“全球”是中国教育国际影响力内涵体系构建的张力所在，在于文化隔阂、制度壁垒、传统理念与国际标准上的冲突与矛盾。中国教育国际影响力内涵要素包括结构性、关系性与制度性三大维度：结构性教育国际影响力以质量为刚，“硬实力”为本；关系性教育国际影响力是网络为结，“软实力”为梁；制度性教育国际影响力是标准为基，“巧实力”为纲。
- Abstract:
- The construction of the connotation system is the theoretical basis and ideological foundation for deconstructing the international in?uence of Chinese education. The connotation system for the international in?uence of Chinese education draws on multidisciplinary perspectives: From the perspective of philosophy,the international influence of education is reconstructed as a “tool” and “value”; from the perspective of psychology, the international influence of education is understood in terms of individuals’ cognitive and behavioral patterns; from the perspective of sociology, the international influence of education is regarded as “symbolic reproduction”. Non-coerciveness, hierarchical structure, and spillover effects are the core attributes for building the international in?uence of Chinese education. Non-coerciveness fosters educational resonance through subtle in?uence; the hierarchical structure extends educational in?uence across individual,organizational, and national levels; and spillover effects generate educational synergies across politics, the economy, and culture. Openness, mutual learning and self-awareness are the basic principles for building the international in?uence of Chinese education. Tensions in constructing this connotation system arise between “output” and “input” and between the “local” and the “global”, reflecting conflicts among cultural divides,institutional barriers, traditional ideas, and international standards. The connotation system for the international influence of Chinese education comprises three dimensions: structural, relational, and institutional. The structural dimension of international in?uence in education rests on educational quality and “hard power”. The relational dimension of international in?uence in education is built through networks and supported by “soft power”. The institutional dimension of international in?uence in education is grounded in standards and guided by “smart power”.
更新日期/Last Update:
2026-10-20