中国电化教育

在教育强国建设战略背景下,高水平中外合作办学已由单纯的跨境教育供给形式转向嵌入国家创新体系与全球教育治理结构的制度性安排。然而,现有研究多基于教育国际化或功能主义理论视角,侧重资源引进与人才培养等工具性功能,对其在国家治理体系中的制度定位关注不足,难以有效解释其在战略协同、制度约束与公共责任之间的治理逻辑。该文引入国家治理理论,将教育“三维属性”由规范性政策话语转化为分析教育制度运行的理论框架,以此构建高水平中外合作办学的整体性解释框架。高水平中外合作办学实现了由资源供给工具向复合治理单元的功能跃迁,其使命重构体现为价值引领、战略服务与公共服务三个功能向度,并据此提出“精准定位—模式创新—数字赋能—战略整合”四位一体路径优化,为教育强国建设背景下高水平中外合作办学高质量发展提供了理论解释与实践方案。

Against the strategic background of accelerating the construction of a leading country in education, high-level Chinese-foreign cooperation in running schools(CFCRS) has evolved from a simple form of cross-border education provision into an institutional arrangement embedded in the national innovation system and the global education governance structure. However, existing studies have predominantly approached CFCRS from the perspectives of educational internationalization or functionalist theory, emphasizing its instrumental roles in resource introduction and talent cultivation while paying insufficient attention to its institutional positioning within the national governance system. Consequently, they have failed to adequately explain the governance logic through which high-level CFCRS balances strategic coordination, institutional constraints, and public responsibility. Grounded in the political, strategic, and people-oriented attributes of education and informed by state governance theory, this paper transforms the “three-dimensional attributes” from a normative policy discourse into an operational analytical paradigm and constructs an integrated explanatory framework for high-level CFCRS. On this basis, the paper reveals high-level CFCRS from a resource provision tool into a composite governance unit. It further elucidates the logic of its mission reconstruction from the three functional dimensions of value guidance, strategic support, and public service, and proposes an integrated four-dimensional pathway consisting of precise positioning, model innovation, AI-Enabled Digital empowerment, and strategic integration within the synergistic framework of the threedimensional attributes. The study argues that the core value of high-level CFCRS lies in achieving institutional coupling between the introduction of high-quality international educational resources and national governance objectives. Through institutional innovation, it generates spillover effects on the domestic higher education system and provides structural support for building a leading country in education. From the perspective of state governance, this paper offers an explanatory theoretical framework and the practical pathway for transforming CFCRS from a factor-driven model to a governance-embedded model.