陈伟, 郑文. 粤港澳大湾区教育合作的现实基础和实践理路[J]. 华南师范大学学报(社会科学版), 2019, (6): 67-72.
引用本文: 陈伟, 郑文. 粤港澳大湾区教育合作的现实基础和实践理路[J]. 华南师范大学学报(社会科学版), 2019, (6): 67-72.
CHEN Wei, ZHENG Wen. The Realistic Foundation and Practical Principles of Education Cooperation in the Guangdong-Hong Kong-Macao Greater Bay Area[J]. Journal of South China normal University (Social Science Edition), 2019, (6): 67-72.
Citation: CHEN Wei, ZHENG Wen. The Realistic Foundation and Practical Principles of Education Cooperation in the Guangdong-Hong Kong-Macao Greater Bay Area[J]. Journal of South China normal University (Social Science Edition), 2019, (6): 67-72.

粤港澳大湾区教育合作的现实基础和实践理路

The Realistic Foundation and Practical Principles of Education Cooperation in the Guangdong-Hong Kong-Macao Greater Bay Area

  • 摘要: 作为国家级区域发展战略的粤港澳大湾区建设,必须借助教育合作的力量,以综合承担起区域“创新—发展—融合”的使命。粤港澳三地的教育,生源多寡悬殊;产业支撑的水平和结构各有优劣,就业容量有别;教育的国际学术声誉各有强弱。根据上述现实教情,可探索粤港澳大湾区教育合作的实践理路。具体而言,在粤港澳大湾区教育合作中,要协调短期目标与长远目标之间的抉择、兼顾系统建构与局部突破两类任务,要在教育交流与合作的单向输入与双向互补、单一动力模式和多元合力模式之间做出选择,还要找准粤港澳大湾区建设的赶超标杆与借鉴对象,并坚持运用跨界研究方法探究粤港澳大湾区的教育合作问题。

     

    Abstract: As a national strategy for regional development, the construction of Guangdong-Hong Kong-Macao Greater Bay Area must rely on the power of education cooperation to undertake the missions of regional innovation, development and integration. The education systems in Guangdong, Hong Kong and Macao are very different, not only in terms of student source, but also in terms of industrial support and employment capacity, furthermore in the terms of their international academic reputation. According to the above realistic foundation, the practical principles of education cooperation in the Greater Bay Area can be further explored. Specifically, it is necessary to coordinate different choices such as short-term goals and long-term goals, and to consider both system construction and partial breakthroughs. It is also necessary to choose between one-way input and two-way complementation, single-power mode and multi-joint mode of education exchange and cooperation. Besides, it is important to find out the benchmark and reference object for the construction of the Greater Bay Area, and to insist on using interdisciplinary and cross-border research methods to explore the issues of education cooperation in this Greater Bay Area.

     

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