1、本科毕业论文 1380 单词， 7500 英文字符， 2535 汉字 外文文献翻译原文 Impacts of Globalization on Higher Education Reform in China: A Trend of Decentralization and Autonomy Shihong Xu Abstract： By tracing back the historical context of educational changes, this article explores in detail the impacts of globalization on China
2、s higher education reform. A trend of Decentralization in both rights and responsibilities is revealed in terms of structural adjustment, human resource exploitation and retention, curriculum development, and education provision .Also some remaining problem sand new challenges from the progress of g
3、lobalization are discussed to draw a conclusion that there is a need of combining both centralization decentralization approaches in Chinas both present and future reforms. Key Words: autonomy, decentralization, globalization, higher education reform Chronically the year of 1978 is regarded as a mil
4、estone in Chinas history. It was in this year that Chinas government announced a full rang of reforms, including the high-education system. The extremely decentralized state dominating the period of the Cultural Revolution was totally reversed. Centralization in form of regulation became an urgent n
5、eed of the early 1980s. Two decades of following practice has proved that the influence of the West is stronger than it was on any of Chinas previous reforms. The progress of globalization, which is often named Westernization, refreshed the Understanding of education reform. As Robert says, globaliz
6、ation as a concept refers both to the compression of the world and the intensification of Consciousness of the world as a whole (Robertson, 1992, quoted in Du 2001, p.33).Because of the back ward state of Chinas modern science the failure of the Soviet model, and the progress of globalization, China
7、 is Wise enough to learn from the advanced West. Various channel shave been opened for Chinese to look into the rest of the world, and for the outside to look into the changing 本科毕业论文 China as well. International communication is taken as the way to obtain advanced international standards. To modern
8、ize the socialist society and to form a virtuous cycle (Steward,1996p.332) of globalization, the central government selected the higher education as the pioneer of education reform .As Deng Xiao ping often says Chinas modernization hinges upon development of science and technology and the foundation
9、 to train talented personnel of science and technology is education. Education helps to enrich human lives to empower people and thereby to raise human well being (Steward,1996p. 328). As mentioned in the above section, the problem of Chinas higher education reform is seated in the degree of decentr
10、alization. Dilemmas come from three aspects: (1)Is higher education a real economic entity? (2)Should the national entrance examination keep on functioning in the educational market? (3)How to evaluate the prospect of teacher education? Let us discuss The second dilemma, it is the function of the na
11、tional entrance examination (NEE).On one hand, a standardized examination can help to keep The quality of the secondary education and to select elites for the tertiary education. Debates aroused on the validity of the exam, since it is actually one evaluative assessment of the secondary education. T
12、he usual critique reveals that the arbitrary nature of the exam may well turn down a student who has a good academic record but fails the exam. On the other hand, to give equal chance to different provinces and districts of unequal education qualities, the standardization of the exam has long been s
13、poilt and distorted. The exam is standard and unique, but its interpretation is varied and multi-based. Whats the function of NEE? Is it the symbol of a centralized power? Does it mean a ticket to the higher education? Markets need the investment of money, so is the higher education. This makes it p
14、ossible and easy for a student to buy his higher education. The scores of the exam do help to determine who can buy the educational service. But it seems a reference rather than a criterion. To overcome the disadvantage of NEES arbitrariness, a set of experimental projects was first introduced in Sh
15、anghai from 1984(Pepper, 1990). In1999, another new policy was announced to reform the process of higher education enrolment. 本科毕业论文 Students were permitted to select their Preference of tertiary education institutions or majors after theyve been informed of their NEE scores. Its true that many stud
16、ents can have a more rational choice of universities and colleges than they did when the application was based on a rough estimation of the final score. But this reform brought a new problem to TE. Although still following the policy of giving priority to TE over other lines to select candidates (Li
17、, 1999, p.188)Which was established in1986 to give more chances to TE institutions to maintain a good student resource, TE now seem any more potential students move away to other universities or majors that may have better economical prospects. How to evaluate the position of TE? If education is the
18、 key to modern science and technology, TE is the line responsible for holding the key. It shapes education and determines the quality of knowledge and knowledge accumulation. Economic market is benefit-driven and welcomes more the circulation of knowledge, but not the method of how to teach knowledg
19、e. If TS is totally marketed to compete against other lines, it will surely be a loser for the sake of its pedagogical nature and the non-profit-dimensioned policy. The result could be disastrous and beyond bear. When the central government is decentralizing its power and shifting its responsibiliti
20、es to lower levels of governments and TE institutions, it keeps its administration on student enrolment and job assignments in a macro-level. The problem is, how TE can get its professionalism improved under the pressure of human resource shortage, financial support elimination, internal competition
21、, as well as the challenges from the progress of globalization. The TS institutions have been permitted to access to a wider fund resource. They sell teaching service in Terms of academic knowledge, set up enterprises irrelevant to TE, and open courses for diploma rather than teaching development. W
22、hilst they are working hard to survive in a knowledge-driven and technology-intensive economy, they wonder how long they can stand still in the changing economic market, and how far they can go to pursue the professionalism of TS. What the central government should consider is when TE institutions can be granted the same power there fore the same chance as that in other lines, and when TE can be practically developed into an attractive and rewarding profession.
