一、Pudong Development Project—An Interview with Zhao Qizheng, vice mayor of Shanghai and Chairman of Shanghai Pudong New Area Administration Committee（论文文献综述）
熊易寒,栗长江[1]（2019）在《技术改变政治:互联网+政务服务与基层权力结构的变迁（英文）》文中提出互联网在中国兴起之后,中国的基层政府积极运用互联网技术来辅助公共管理和公共服务。那么,不同的互联网形态对基层治理会产生什么样的影响?本文对上海市J镇和L街道的跟踪调查（2012—2018年）发现互联网技术深刻改变了基层权力结构:在互联网兴起之前,基层权力结构包含基层政府、积极分子和群众三个圈层;在微博和业主论坛时代,草根意见领袖崛起,成为基层政府不得不重视的社会力量;在微信时代,草根意见领袖式微,基层政府通过政务公众号和微信群与群众发生直接联系,网络技术成为精细化管理的工具。这三个阶段分别对应的是有限动员型政府、协商型政府和用户友好型政府。
Christopher Eugene Barnett[2]（2017）在《Studying the Contradiction between National and Municipal Educational Policy through the Lens of Socialism with Chinese Characteristics: Shanghai Experimental School》文中研究表明This paper reviews and analyzes Chinese Communist Party political theory in an attempt to explain a contradiction between national educational policy and municipal level practice as revealed by a case study on the Shanghai Experimental School,a primary and secondary public school in Shanghai.More specifically,this paper reviews Socialism with Chinese characteristics as established by Mao Zedong and expanded upon by Deng Xiaoping,Jiang Zemin,and Hu Jintao to better understand the Shanghai Municipal Education Commission allowing the Shanghai Experimental School to engage in school choice practices while national policy forbids it.Currently in China,educational equality is the guiding national principle of educational administration.The principle of educational justice can be cited as a priority in the communique of the 6th conference of the Central Committee of the Communist Party of China in 2006,and was further stressed as a guiding principle in educational management by Secretary Hu Jintao’s report to the subsequent 17th Congress of the CPC（Zhang 2011）.Emphasizing the principle of justice in education was a track to the left after two generations of Chinese Communist Party leaders encouraged decentralization and the liberalization of market forces,starting with Deng Xiaoping’s reforms in 1979 and continuing further with Jiang Zemin’s administration.Mao Zedong might have categorized Hu Jintao’s national policy move to the left as a corrective measure addressing the principal aspect of the contradiction between equality and choice in education,which had become sharpened by anarchic market forces.The scope of the paper,due to events still unfolding,does not cover the administration of Xi Jinping.However as mentioned,the Shanghai Municipal Commission of Education allows the Shanghai Experimental School to legally exist in contradiction to national policy,and this paper attempts to make sense of this contradiction primarily by reviewing political theory of the Chinese Communist Party,otherwise known as Socialism with Chinese characteristics.The paper also looks at the dual leadership roles dialectically shared between central and local government,as defined by the constitution of the People’s Republic of China and guided by Party theory and national policy.The hypothesis I will reach in the end is that reviewing Party theory informs a China-centric understanding of contradiction,which in turn allows a positive interpretation of the relationship between national and local government as rational,non-antagonistic,harmonious and intentional.As it applies to education,juxtaposing Party theory to practice on both the national and local level provides a clearer picture of the People’s Republic of China’s development model.In conducting a historical analysis of Party theory,the paper also tangentially concludes that in theory the Party has not,as many argue,left the socialist road.It is also the opinion of the author that the dialectical or ’dual leadership’ relation between the central and local government maximizes the opportunity for leveraging innovations discovered through praxis.And finally,the author sees great potential in the development model for education as exemplified by the Shanghai municipal government.
Eva Ram（?）rez Carpe（?）o[3]（2016）在《中国与西班牙中学教师教育比较研究》文中研究表明随着中国和西班牙的初等教育实现全面入学,其中等教育政策发生了相应变革：初中教育已具备了基础性和义务性的特征,高中教育虽为非义务教育,但接受高中教育日趋普遍。这一变革对教师培养提出了新的要求,随即教师数量和质量之间的冲突开始出现。由于教师教育师资的短缺以及时间的紧迫性,教师职前教育的质量出现下滑,质量标准参差不齐,对中学教师教育的重要性、教师的职业地位以及教师的职业化都带来了一定程度的负面影响。除了教师数量的扩展之外,过去几十年来中国和西班牙的中学教师教育都面临其他挑战,即必须适应现代技术的发展和社会需求的变化,其中全球化的影响、对国际组织事务的参与、教师质量评估的实施、作为跨国组织的成员等,都要求对教师教育做出相应改革。西班牙作为欧盟的成员国之一,实施了以“欧洲教育行动区”为指导的高等教育改革；而中国的整个教育体系开始越来越现代化,并逐渐向世界开放。此外,中学教师职前教育必须做出调整以适应新的劳动力市场的需求,即知识的传递仅仅成为教师职责一部分。在此背景下,教师教育亟需培养必要的能力以满足诸多职业责任的要求。然而,教育制度的变革和社会需求的变化往往不同步。基于上述原因,本文的研究对于目前的国家、跨国以及世界三个层面的教师教育政策都具有一定的意义。本研究主要有三个目标：1.从现实背景出发分析和讨论中国和西班牙的中等教师教育制度；2.分析中国和西班牙教师教育制度的异同,并总结中等教师教育发展的国际趋势；3.在以上分析的基础上,为西班牙教师职前教育改革提出建议。本研究使用比较研究方法,探索中国和西班牙教师教育制度的制定,包括制度和方针课程设计、职业能力建构、教师资格认定和招生等方面。除此之外,本研究将国家层面的研究结果与跨国以及世界的教师教育质量趋势相结合,进行国家、跨国和世界三个层面的分析。本研究遵循提出问题和假设——界定——描述和阐释——比较以及应用的比较研究方法,通过对原始文献进行分析,总结教师教育的数量和质量标准。根据研究目标本文共分八章。导论部分指出了本研究的主题、意义以及论文的结构和基本观点。第二章对研究方法做了说明,提出了研究假设、研究目标和研究问题。第三章阐释了主要概念和内容,并对教师职业地位、职业化和身份认同等与教师教育相关的关键文献做了分析,并从跨国的视角对“质量”做了概念解析。第四章讨论了中国和西班牙的教育概况,对教育制度、中等教育制度、家庭在教育中的角色、学生与教师的关系等。第五章从两国的教师教育的历史演变和当前困境开始,界定了中国和西班牙中等教育的关键概念。最后根据本文的研究需要对跨国质量指标做了筛选。第六章分析了中国和西班牙教师教育的现实背景,重点从教师收入、任务和时间分配、学生的学习时间及其学习成绩等几个方面讨论了教师工作环境的异同。中国所面临的最大挑战是幅员辽阔、人口众多,平均收入较低,但是教师收入存在交大的地区差异；西班牙的教师平均收入较高且有最低工资保障,但失业率也较高。两国教育支出所占GDP的比例相近。第七章分析了中等教师职前教育并指出了两国的差异：西班牙的教师职前教育具备高度的一致性,而中国则具有高度的灵活性。两国在教师职前教育的课程设置中都增加了教育学类课程的学分,都将教师职前教育作为未来教师职业发展的初始阶段。两国都非常重视教师的职业能力,并且依据学生前一阶段的学业成绩招生。两国的大部分教育政策都与跨国组织的政策建议保持同步。第八章对研究结果做了总结,并根据研究框架对西班牙的教师教育改革提出了建议。在制度和路径方面,教师教育可以招收具有不同背景的生源,但需保持在高等教育水平；在课程设计方面,重新检讨国家的教师职前教育课程标准,增加实践教学和教学时数、重新组织学科体系；在职业能力方面,为了保持教育立法和教师职业之间的一致性,需鼓励终身学习、教师的职业认同塑造以及公民责任的培养；在教师资格方面,可以认可其他职业经历,并在初中和高中两个教师职前教育阶段做出区分;在招生方面扩大行动面,以求遴选更为合适的生源,并能塑造其强烈的教师职业认同。
哈拉(Jara MorenoDavid Julian)[4]（2010）在《哥伦比亚与中国的外交关系（1980-2010）：中国和拉美的非对称关系》文中研究说明作为对中国和哥伦比亚非对称关系的陈述,我认为由于在生产能力等方面有差距,中哥两国的贸易关系是不对称的,这体现在了两国贸易差额的演进过程中:自1990年代以来,哥伦比亚从中国进口的产品已经超过了哥伦比亚对中国的出口量。两国政府积极发展双边贸易,相互出口上都有了巨大的增长,但目前哥伦比亚在与中国的贸易中还是存在着巨大的赤字。由于两国在发展水平上存有差距,这种状况在近期还难以改变,中国在贸易中处于强势地位,哥伦比亚相对处于弱势。不仅如此,哥伦比亚至今没有一种能在中国市场大量销售的产品,而许多其他拉美国家具备了这种能力并扭转了与中国贸易过程中的不对称局面。在此条件下,我希望解决的主要问题就是哥伦比亚在生产能力与中国相比十分有限的情况下可以在多大程度上扭转与对华贸易的这种逆差局面。我最关注的乃是哥伦比亚增加对中国出口的可能性大小,因此我安排了以下假设:为减少与中国贸易中的赤字,哥伦比亚在对华的商品销售中应关注于那些战略性内陆省份:这些省份与哥伦比亚的生产能力差距较沿海发达省份来说相对较小,并且可以作为哥伦比亚商品的潜在市场。事实上,本文的主要目的就是检验这些假设是否可行。另外,我们认为由于近来特别是这十年来中国在相关区域的“领导权”的增强,已经存在有促进双方合作和进入中国市场的相关重要机制。第一章的内容包含了理论框架的构建和对1949—2010年间中国—拉美关系的介绍。对中哥贸易关系发展史的解读建立在“不对称”理论和上文所提到的布兰德利·沃麦克教授所提出的“领导权”理论。我将解释两国关系中存在的不对等差距以及它们产生的原因。接下来,我会仔细的分析中国在拉丁美洲的“领导权”的建立以及与相关国家的交涉,例如巴西、智利、阿根廷、墨西哥和委内瑞拉等,它们都可以被视为中国在该地区的战略伙伴。在第二章中,为了更好的理解中国在哥伦比亚的相关活动,我分析了1980—2010年间双方贸易的发展情况。我描绘了历史上双方交易的主要货物,试图以此来寻找哥伦比亚在中国市场上稳定且具有潜力的畅销产品。此外我还分析了双方的贸易差额,勾勒出了我在前面理论框架中所提出的两国在经济和生产能力方面的差异。接着,我将注意力放在中国对哥伦比亚的直接投资上,并试着去寻找这些投资的集中领域在哪里以及中国的外商直接投资在哥伦比亚所占的份额。第三章是本文的中心章节,对中哥贸易关系进行细致的分析。在章节3.1中,我将中哥两国自1980年以来外交关系的发展进行了介绍。在章节3.2中,通过调查两国在进出口领域所各占的份额、两国公司在对方国内的发展情况以及慈善捐助乃至教育交流计划等方面的情况,我希望判断出双方对于彼此的重视程度。作为哥伦比亚政府的一个杰出成就和中国政府自信态势的反映,2009年在波哥大召开的第二届中国—拉美经贸年会促进了哥伦比亚境内中国跨国公司的发展。章节3.3主要介绍了影响两国贸易的各种限制和阻碍,这其中主要的就是由于中哥两国贸易的不对称性所催生的哥伦比亚政府对华商品的反倾销法案。为了解释两国在双边框架之上的贸易关系,我将中国与美国、西班牙和日本进行了对比,这其中考虑的因素包括直接投资、贸易差额和最主要的进口与出口商品。我选择美国因为它是哥伦比亚最主要的贸易伙伴,在直接投资方面领域也是占据首要位置;在2008年世界金融危机之前,西班牙对哥伦比亚的外国直接投资量居于第二,而且由于它是哥伦比亚的前殖民宗主国,西班牙同样是哥伦比亚的重要贸易伙伴;在最后一个案例中,我选择了日本,因为它是亚洲最大的经济体,是中国在亚欧大陆上最最要的贸易伙伴,而且日本在世界上也是仅次于美国的经济强国。我所进行的这些对比有两个目标:一、研究哥伦比亚与其它这些国家的贸易关系是否也是非对称性的;二、找出哥伦比亚与中国的贸易同它与世界其它主要国家的贸易之间的相同点和不同之处。加入亚太经济合作论坛有助于巩固中哥关系,而且由于同作为多边经济组织的一员,两国的不对称性也许会相对减少,因此第四章将分析中国在此问题上的立场。基于对两国贸易关系的分析,我认为两国有签署自由贸易协定的可能。我将进而分析该假设的可行性,分析哥伦比亚与中国各省的经济走向,包括地区生产总产值、进出口量、主要的进出口货物以及对外直接投资等等。通过这种方法,我希望调查两国生产能力的不对称性在地区层面上是否也会像在全国层面上那样坚不可摧,并进而判断哥伦比亚各省是否有机会战胜这种不对称性。
Ren Xiaoqiang Our staff reporter[5]（1994）在《Pudong Development Project—An Interview with Zhao Qizheng, vice mayor of Shanghai and Chairman of Shanghai Pudong New Area Administration Committee》文中认为 Since the central government decided on the Pudong development as a lead for the coming 10 years of China’s reform and opening up, and particularly after the 14th CPC Congress further verified this decision, the opening and developing of Pudong has increasingly caught world attention. Recently, our reporter paid a special visit to Shanghai and interviewed Zhao Qizheng, vice
二、Pudong Development Project—An Interview with Zhao Qizheng, vice mayor of Shanghai and Chairman of Shanghai Pudong New Area Administration Committee（论文开题报告）
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三、Pudong Development Project—An Interview with Zhao Qizheng, vice mayor of Shanghai and Chairman of Shanghai Pudong New Area Administration Committee（论文提纲范文）
（1）技术改变政治:互联网+政务服务与基层权力结构的变迁（英文）（论文提纲范文）
| I.Introduction |
| II.Literature Review |
| III.Research Method and Data |
| IV.Social Media and the Grassroots Power Structure |
| V.How Technology Changed Grassroots Politics in the Internet Age |
| VI.Conclusion |
（2）Studying the Contradiction between National and Municipal Educational Policy through the Lens of Socialism with Chinese Characteristics: Shanghai Experimental School（论文提纲范文）
| ABSTRACT |
| INTRODUCTION |
| CHAPTER 1 THE SHANGHAI EXPERIMENTAL SCHOOL |
| 1.1 Research Question:Contradiction Between Shanghai ExperimentalSchool and Educational Policy,Paradox or Praxis? |
| 1.2 Literature Review: School Choice and the Relationship BetweenChina's Central and Local Government |
| 1.3 Method:A Hermeneutic Approach to Understanding Contradiction interms of the historical development of Chinese Communist PartyTheory—Socialism with Chinese Characteristics |
| 1.4 Hypothesis:Socialism with Chinese Characteristics UnderstandsContradiction Dialectically as Not Necessarily Antagonistic,and in theCase of the Shanghai Experimental School it is by Design |
| CHAPTER 2 EPISTEME OF PARTY THOUGHT:MAO ZEDONG'S'ON PRACTICE,''ON CONTRADICTION' |
| CHAPTER 3 MODERNIZATION SUBLATES THE PRINCIPAL CONTRADICTION:DENG XIAOPING'S REFORM AND OPENING UP |
| CHAPTER 4 JIANG'S THREE REPRESENTS:NORMALIZING UNEVENDEVELOPMENT ALONG THE SOCIALIST ROAD |
| CHAPTER 5 RESOLVING ANTAGONISTIC CONTRADICTIONS IN THEORY: HUJINTAO'S'HARMONIOUS SOCIETY,'AND'SCIENTIFIC OUTLOOK ONDEVELOPMENT' |
| CHAPTER 6 SHANGHAI MUNICIPAL EDUCATION POLICY AND THE SHANGHAIEXPERIMENTAL SCHOOL IS EXEMPLARY OF PARTY PRAXIS |
| CONCLUSIONS AND DISCUSSION |
| References |
（3）中国与西班牙中学教师教育比较研究（论文提纲范文）
| ACKNOWLEDGEMENTS |
| ABSTRACT |
| 论文摘要 |
| RESUMEN |
| LIST OF ABBREVIATIONS AND ACRONYMS |
| CHAPTER 1 INTRODUCTION |
| 1.1. Significance and rationale of the study |
| 1.2. Motivation |
| 1.3. Outline of the thesis |
| CHAPTER 2 METHODOLOGICAL FRAMEWORK |
| 2.1. Methodological approach |
| 2.2. Identification of the research problem |
| 2.3. Research objectives,hypotheses and questions |
| 2.4. Units of analysis |
| 2.4.1. Delimitation of the problem |
| 2.4.2. Delimitation of the comparative area |
| 2.4.3. Timing |
| 2.5. Description and interpretation |
| 2.6. Juxtaposition and comparison |
| 2.7. Application |
| 2.8. Summary of the chapter |
| CHAPTER 3 THEORETICAL FRAMEWORK |
| 3.1. Initial teacher education and secondary education |
| 3.1.1. Initial teacher education:conceptual development |
| 3.1.2. Initial teacher education:contemporary notion |
| 3.1.3. Secondary education:conceptual development |
| 3.1.4. Secondary education:contemporary notion |
| 3.2. Key concepts in teacher education |
| 3.2.1. Teacher education foundations and approaches |
| 3.2.2. Teacher education institutions and paths |
| 3.2.3. Teacher education curriculum design and organization |
| 3.2.4. Teachers' professional competencies |
| 3.2.5. Teacher education qualifications |
| 3.2.6. Selection of teachers-to-be for initial education programmes |
| 3.3. Teacher's professionalization,status and professional identity |
| 3.3.1. Professionalization:teaching as a recognized profession |
| 3.3.2. Status:the social dimension |
| 3.3.3. Professional identity:a personal and multidimensional construct |
| 3.3.4. Secondary teachers' professionalization,status and identity crisis |
| 3.4. Teacher education and quality under an international and supranational perspective |
| 3.5. Summary of the chapter |
| CHAPTER 4 TERRITORIAL,SOCIO-POLITICAL,ECONOMIC AND EDUCATIONALFRAMEWORK |
| 4.1. China |
| 4.1.1. Territorial,socio-political and economic features |
| 4.1.2. China in the world |
| 4.1.3. China in the East Asian context |
| 4.1.4. Education guidelines in the East Asian context |
| 4.1.5. Education in China |
| 4.1.5.1. General education legislation and guidelines |
| 4.1.5.2. Education and future guidelines |
| 4.1.5.3. System overview |
| 4.1.5.4. Secondary education curriculum design and schedules |
| 4.1.5.5. Secondary education institutions and teachers |
| 4.1.5.6. Secondary education students and families |
| 4.1.5.7. Quality control and standards for higher institutions |
| 4.2. Spain |
| 4.2.1. Territorial, socio-political and economic features |
| 4.2.2. Spain in the world |
| 4.2.3. Spain as a European Union member |
| 4.2.4. Education guidelines in the European Union |
| 4.2.5. Education in Spam |
| 4.2.5.1. General education legislation and guidelines |
| 4.2.5.2. Education and future guidelines |
| 4.2.5.3. System overview |
| 4.2.5.4. Secondary education curriculum design and schedules |
| 4.2.5.5. Secondary education institutions and teachers |
| 4.2.5.6. Secondary education students and families |
| 4.2.5.7. Quality control and standards for higher institutions |
| 4.3. China and Spain's cultural dichotomy |
| 4.3.1. West-East social values and cultural features. Implications for education |
| 4.4. Summary of the chapter |
| CHAPTER 5 SECONDARY TEACHERS' INITIAL EDUCATION: DESCRIPTION ANDINTERPRETATION |
| 5.1. China |
| 5.1.1. Historical perspective |
| 5.1.2. Contemporary dilemmas and guidelines for reforms |
| 5.1.3. Secondary teachers' education legislation and regulations |
| 5.1.4. Secondary teachers' education institutions and paths |
| 5.1.5. Design and organization of secondary teachers' education curriculum |
| 5.1.6. Secondary teachers' professional competencies |
| 5.1.7. Secondary teachers' qualifications |
| 5.1.8. Selection of secondary teachers-to-be for initial education programmes |
| 5.2. Spain |
| 5.2.1. Historical perspective |
| 5.2.2. Contemporary dilemmas and guidelines for reforms |
| 5.2.3. Secondary teachers' education legislation and regulations |
| 5.2.4. Secondary teachers' education institutions and paths |
| 5.2.5. Design and organization of secondary teachers' education curriculum |
| 5.2.6. Secondary teachers' professional competencies |
| 5.2.7. Secondary teachers' qualifications |
| 5.2.8. Selection of secondary teachers-to-be for initial education programmes |
| 5.3. International and supranational standards of quality for initial teacher education |
| 5.4. Summary of the chapter |
| CHAPTER 6 JUXTAPOSITION AND COMPARISON: GENERAL FEATURES |
| 6.1. Territorial, socio-political and economic features (CC. 1) |
| 6.1.1. Territorial and socio-political features (P. 1) |
| 6.1.2. Economic features (P. 2) |
| 6.2. System overview (CC. 2) |
| 6.2.1. Education system structure and organization (P. 3) |
| 6.2.2. Education enrolment data (P. 4) |
| 6.2.3. Economy and education (P. 5) |
| 6.2.4. Education management, legislation and responsible bodies (P. 6) |
| 6.3. Secondary education curriculum design and schedules (CC. 3) |
| 6.3.1. Curriculum organization (P. 7) |
| 6.3.2. Schedule organization (P. 8) |
| 6.4. Secondary education: institutions and teachers (CC. 4) |
| 6.4.1. Policies and qualification (P. 9) |
| 6.4.2. Teachers' salaries (P. 10) |
| 6.4.3. Working hours (P. 11) |
| 6.4.4. Institutions and teachers of secondary education (P. 12) |
| 6.4.5. Teachers' status (P. 13) |
| 6.5. Secondary education: students and families (CC. 5) |
| 6.5.1. Students and institutions (P. 14) |
| 6.5.2. Academic results (P. 15) |
| 6.5.3. Students' and families' perception of education (P. 16) |
| 6.6. Summary of the chapter |
| CHAPTER 7 JUXTAPOSITION AND COMPARISON: SECONDARY TEACHERS'INITIAL EDUCATION AND INTERNATIONAL STANDARDS |
| 7.1. Teacher education institutions and paths (CC. 6) |
| 7.1.1. Institutions and paths (P. 17) |
| 7.2. Curriculum design and organization (CC. 7) |
| 7.2.1. National curriculum organization (P. 18) |
| 7.2.2. Extra curriculum not related to the specific degree (P. 19) |
| 7.2.3. Credit distribution (P. 20) |
| 7.2.4. Practicum(P. 21) |
| 7.3. Teachers' professional competencies (CC. 8) |
| 7.3.1. Teacher education competencies and legislation (P. 22) |
| 7.3.2. Policies, politics and career understanding (P. 23) |
| 7.3.3. Teachers' knowledge (P. 24) |
| 7.3.4. Teachers' attitude and diversity (P. 25) |
| 7.3.5. Basic skills (P. 26) |
| 7.3.6. Social role (P. 27) |
| 7.4. Teachers' qualifications (CC. 9) |
| 7.4.1. Level of qualification and general characteristics (P. 28) |
| 7.4.2. Relevant assessments for obtaining a teaching qualification (P. 29) |
| 7.5. Selection of teachers-to-be for initial education programmes (CC. 10) |
| 7.5.1. Previous examination (P. 30) |
| 7.5.2. Academic and personal standards (P. 31) |
| 7.5.3. Academic selection (P. 32) |
| 7.5.4. Economic and social advantages (P. 33) |
| 7.6. Secondary teachers' initial education system under an international perspective of quality (CC. 11) |
| 7.6.1. Institutions and paths (P. 34) |
| 7.6.2. Curriculum design (P. 35) |
| 7.6.3. Practicum (P. 36) |
| 7.6.4. Professional competencies (P. 37) |
| 7.6.5. Qualifications (P. 38) |
| 7.6.6. Selection of teachers-to-be (P. 39) |
| 7.6.7. Triangulation of Chinese, Spanish and International guidelines |
| 7.7. Summary of the chapter |
| CHAPTER 8 SUMMARY OF RESEARCH FINDINGS AND APPLICATION |
| 8.1. Conclusions |
| 8.1.1. Hypothesis 1 |
| 8.1.2. Hypothesis 2 |
| 8.1.3. Hypothesis 3 |
| 8.2. Application:proposals for Spain |
| 8.2.1. General features |
| 8.2.2. Secondary teachers' initial education |
| 8.3. Potential and limitations of the research |
| 8.4. Recommendations for further research agendas |
| 8.5. Summary of the chapter |
| CONCLUSIONES |
| Hip(?)tesis 1 |
| Hip(?)tesis 2 |
| Hip(?)tesis 3 |
| REFERENCES |
| ANNEXES |
（4）哥伦比亚与中国的外交关系（1980-2010）：中国和拉美的非对称关系（论文提纲范文）
| Synopsis |
| Preface |
| Chapter 1 The Development of Sino-Latin American Relations, 1949-2010 |
| 1.1 On Theory: Colombia and China, an Asymmetric Relationship |
| 1.2 China Engages Latinamerica |
| 1.2.1 China’s Third World Policy: Historical Perspective |
| 1.2.2 Cold War Era |
| 1.2.3 Post Cold-War Era |
| 1.2.4 The Building Up of a New Leadership |
| 1.2.5 China’s Policy Paper on Latin America and the Caribbean |
| Chapter 2 Development of Trade between Colombia and China, 1980-2010 |
| 2.1 Main Products |
| 2.2 Balance of Trade Evolution |
| 2.3 Chinese Direct Investment in Colombia |
| Chapter 3 Analyzing Sino-Colombian Trade Relations |
| 3.1 Political context. Development of Diplomatic relations, 1980-2010 |
| 3.1.1 Cold War Era: Creating Friendship and Mechanisms of Cooperation |
| 3.1.2 Post-Cold War Era: Colombia looks toward an upcoming power |
| 3.1.3 Strengthening Bilateral Relationship |
| 3.1.4 Better Understanding through Cultural Cooperation |
| 3.1.5 Towards a New Era: The World Expo Shanghai 2010 |
| 3.2.5 ignificance for Each Country |
| 3.2.1 Growing Interest in Colombia |
| 3.2.2 The 31d China-Latin America Business Summit: a Colombian Achievement and a Gesture of Confidence |
| 3.3 Obstacles and Restrictions for Trade |
| 3.4 Compared Trade: the US, Spain, Japan and China |
| Chapter 4 Prospects for Colombian-Chinese Economic and Trade Cooperation |
| 4.1 A sia-Pacific and the Asia-Pacific Economic Cooperation Forum |
| Conclusions |
| Postscript |
| Bibliography |
| 中文摘要 |
| Abstract |
四、Pudong Development Project—An Interview with Zhao Qizheng, vice mayor of Shanghai and Chairman of Shanghai Pudong New Area Administration Committee（论文参考文献）
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- [2]Studying the Contradiction between National and Municipal Educational Policy through the Lens of Socialism with Chinese Characteristics: Shanghai Experimental School[D]. Christopher Eugene Barnett. 华东师范大学, 2017(01)
- [3]中国与西班牙中学教师教育比较研究[D]. Eva Ram（?）rez Carpe（?）o. 华东师范大学, 2016(05)
- [4]哥伦比亚与中国的外交关系（1980-2010）：中国和拉美的非对称关系[D]. 哈拉(Jara MorenoDavid Julian). 吉林大学, 2010(11)
- [5]Pudong Development Project—An Interview with Zhao Qizheng, vice mayor of Shanghai and Chairman of Shanghai Pudong New Area Administration Committee[J]. Ren Xiaoqiang Our staff reporter. China’s Foreign Trade, 1994(01)
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