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emremr Управление образованием: теория и практикаEducation Management Review 2311-2174 Индивидуальный предприниматель Подколзин М.М. 10.25726/f3532-0131-3916-h3042 INTERNATIONAL EXPERIENCE IN THE MANAGEMENT OF EDUCATIONAL INSTITUTIONSМЕЖДУНАРОДНЫЙ ОПЫТ УПРАВЛЕНИЯ УЧРЕЖДЕНИЯМИ ОБРАЗОВАНИЯ Реформирование системы образования Китая: теоретико-методические подходыReforming the Сhinese education system: theoretical and methodological approaches Цзи Цзюйшэн Ji Jiusheng 130286115@qq.com Белорусский национальный технический университет, 220013, Беларусь, г. Минск, пр. Независимости, д. 65 Belarusian National Technical University, 65 Nezavisimosty Ave., Minsk, 220013, Belarus 2026 30 05 2026 1616 55 131Управление образованием: теория и практикаEducation Management Review373 382 10 08 2026 Copyright (c) 2026 Управление образованием: теория и практика 2026 Управление образованием: теория и практика Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial-NoDerivatives» («Атрибуция — Некоммерческое использование — Без производных произведений») 4.0 Всемирная. Метаданные настоящей записи распространяются на условиях Creative Commons CC0 1.0 (передача в общественное достояние). В статье представлен теоретико-методический анализ реформирования системы образования Китайской Народной Республики в 1978-2025 годах. Раскрываются историко-философские и культурные предпосылки образовательных преобразований, включая влияние конфуцианской традиции, идеологии модернизации и социалистической концепции развития. Исследование основано на системном, историко-сравнительном, культурно-цивилизационном и компетентностном подходах, что позволяет рассматривать китайскую модель образования как самостоятельный цивилизационный феномен. Рассматриваются ключевые направления реформ: обновление структуры общего и среднего образования, развитие профессионального и высшего образования в контексте стратегий «Made in China 2025» и «Один пояс – один путь», а также внедрение концепции «умного образования» (Smart Education of China). Отмечаются методические аспекты реализации реформ – совершенствование управления, развитие педагогических кадров и интеграция науки, образования и производства. Определяются основные проблемы и противоречия: образовательное неравенство, культурные диссонансы, стандартизация и риски утраты гуманистических ориентиров. Сделан вывод о вкладе китайской модели в формирование глобального образовательного пространства и возможности адаптации её элементов в других странах.This article presents a theoretical and methodological analysis of the reform of the education system in the People's Republic of China from 1978 to 2025. It explores the historical, philosophical, and cultural underpinnings of these educational transformations, including the influence of the Confucian tradition, modernization ideology, and the socialist concept of development. The study draws on systemic, historical-comparative, cultural-civilizational, and competency-based approaches, allowing the Chinese education model to be viewed as an independent civilizational phenomenon. Key areas of reform are examined: restructuring general and secondary education, developing vocational and higher education in the context of the «Made in China 2025» and «One Belt, One Road» strategies, and implementing the concept of «Smart Education of China». The article highlights methodological aspects of reform implementation, including improving governance, developing teaching staff, and integrating science, education, and industry. Key issues and contradictions are identified: educational inequality, cultural dissonance, standardization, and the risk of losing humanistic values. It also explores the contribution of the Chinese model to the formation of the global educational space and the potential for adapting its elements in other countries.

This article presents a theoretical and methodological analysis of the reform of the education system in the People's Republic of China from 1978 to 2025. It explores the historical, philosophical, and cultural underpinnings of these educational transformations, including the influence of the Confucian tradition, modernization ideology, and the socialist concept of development. The study draws on systemic, historical-comparative, cultural-civilizational, and competency-based approaches, allowing the Chinese education model to be viewed as an independent civilizational phenomenon. Key areas of reform are examined: restructuring general and secondary education, developing vocational and higher education in the context of the «Made in China 2025» and «One Belt, One Road» strategies, and implementing the concept of «Smart Education of China». The article highlights methodological aspects of reform implementation, including improving governance, developing teaching staff, and integrating science, education, and industry. Key issues and contradictions are identified: educational inequality, cultural dissonance, standardization, and the risk of losing humanistic values. It also explores the contribution of the Chinese model to the formation of the global educational space and the potential for adapting its elements in other countries.

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