A Study On The Introduction Standard Of High-quality Educational Resources In Chinese-foreign Cooperative Education

In recent years,due to the uneven quality of overseas high-quality education resources in Chinese-foreign Cooperative Education,many phenomena of "undernutrition" or "over nutrition" appear in the practice of running schools.Therefore,the introduction standard of overseas high-quality education resources has become a widely concerned issue in the academic and practical circles.This study takes the introduction standard of high-quality education resources in Chinese-foreign Cooperative Education as the research issue,which can not only provide strong theoretical guidance for Chinese and foreign parties to run schools efficiently and improve the quality of education,but also provide suggestions for management organizations to make decisions.Based on the Theory of Systems and Standards,this paper makes an in-depth study on the introduction standards of overseas high-quality education resources by means of literature analysis,policy analysis,case study and interview.Firstly,this paper systematically analyzes the elements of high-quality education resources in the perspective of Chinese-foreign Cooperative Education.They are cultural resources,institutional resources,material resources,teacher resources and characteristic resources,which are characterized by scarcity and relativity,imbalance and spillover,development and innovation.Also,this paper finds that the special demands of Chinese-foreign Cooperative Education for high-quality education resources lies in imported high-quality education resources is that educational resources must safeguard China’s educational sovereignty,enhance the internationalization level of China’s higher education,and promote the sustainable development of Chinese-foreign Cooperative Education.Secondly,through further collection of policy texts related to Chinese-foreign Cooperative Education,and in-depth study of the change logic of the introduction standards of high-quality educational resources,it is found that the standards have problems such as a slightly general target positioning,a lack of systematic structure,and content elements that need to be improved.Thirdly,combined with the educational experience of research-based,application-oriented and vocational skill based Chinese-foreign Cooperative Education,it is concluded that the introduction standard of overseas high-quality educational resources should not only conform to the development orientation of Chinese universities,consider the diversity of Chinese foreign cooperatively run schools,meet the coordination between different educational resources,but also meet the quality requirements of practical running schools.Finally,this paper uses the Principles of Standard Construction and Optimization and follows the systemic,harmonious,and objective principles of constructing standards to improve the high quality of overseas educational resources from the target positioning of the standard,the level of the standard,and the content elements of the standard.In terms of target positioning,the introduction standards should meet the requirements of the role of the state in the new era,strive to enhance the international status of Chinese-foreign Cooperative Education,and effectively guarantee the quality of Chinese-foreign Cooperative Education.At the level of standards,national standards should comply with the regulations for Chinese-foreign Cooperative Education,university standards should be consistent with the development orientation of universities,and discipline standards should satisfy both quantitative and quality requirements.Finally,in terms of the content of the standard,cultural resources should be introduced from the standpoint of cultural self-confidence and mutual learning.Institutional resources should be introduced to improve the efficiency and quality of cooperative schooling.Material resources should be introduced to balance economic costs and maximize schooling benefits.Teacher resources should be introduced in accordance with the teacher standards for cross-border education.Characteristic resources should be introduced in accordance with the receptivity of Chinese universities.