A Study On The History Of Sino-foreign Cooperation In Running Schools In The Field Of Higher Education

Since2003, increasing of the studies about Chinese-foreign cooperation in running schools, studies about the history of Chinese-foreign cooperation in running schools are woefully inadequate. The studies about the history of Chinese-foreign cooperation in running schools have been limited to simple introduction and description. They were general discussion and were lacking in systematic research. Since the reform development, Chinese-foreign cooperation in running schools has been the new word in the education field, but has not new things. Tremendous historical data prove that Sino-foreign cooperation in education had appeared in the modern China. This era gained great achievement. To reveal the historical development of Sino-foreign cooperation in running schools, time span was located from the end of the19th century to now. The history development of Chinese-foreign cooperation in running schools was divided three historical stages that include before1949, from liberation to open reform period, from1978to now. This study Comprehensively collect and organize the development historical fact Chinese-foreign cooperation in running schools so that summarize the law of development of Sino-foreign cooperation in running schools.The thesis is divided into five chapters. The first chapter is an introduction, which includes research issue, research status, research ideas and research approaches and the analysis of this research value. The second chapter is the development of Sino-foreign cooperation in running schools. At this stage, Chinese-foreign cooperation in running schools was small numbers, low scale, and was different " Chinese-foreign cooperation in running schools " in the modern sense. So this period has been located as the beginning of Sino-foreign cooperation in running schools. The third chapter is development of Sino-foreign cooperation in running schools after the founding of New China. This stage divided into four little stages, that are stagnations, restoration period, exploring stage and adjustment for development period. The fourth chapter compares development process of Sino-foreign cooperation in running schools with development process of Singapore’s transnational higher education. The fifth chapter is the conclusion and the suggestion.The conclusions of this study are as follows:1.Society’s needs is the driving force of the development of Sino-foreign cooperation in running schools.2.Win-win cooperation is the cornerstone of Sino-foreign cooperation in running schools.3.Government support is escort vessel of Sino-foreign cooperation in running schools. Countermeasures of this study are as follows:1.Set up step-by-step concept abort the development of Sino-foreign cooperation in running schools.2.Turn to the importation and absorption of foreign high-quality educational resources of Sino-foreign cooperation in running schools.3. Consummate the quality guarantee system of Sino-foreign cooperation in running schools.