民國七十六年，政府開放大陸探親，是臺灣對大陸關係的初步突破。爾後，雙方 的交流絡繹不絕，文化的交流尤其是第一先鋒，而教育的交流是其中的一環。十年來，兩岸 的教育交流項目很多，計有：海外留學生訪臺、教育界人士組團互訪、合辦的學術會議及活 動、互聘教授及通學、捐資興學等等，非常蓬勃，有助於溝通彼此的教育理念、增進雙方師 生的情誼及開拓興學的市場；但由於兩岸的教育在學制、教材及教學理念上的差異，也間接 產生了許多交流的問題，例如：交流後大陸有濫發文憑的象現、學生的交流不對等、臺商子 弟教育的問題、大陸學歷採認的問題以及交流品質有待改進... 等等。今後海峽兩岸在教育 的交流上，應在已有的成果與基礎上，繼續加強深度與廣度。如師資交換、教材教法交換觀 摩、進行學術研究計劃、刊物合作出版等；海外留學生的訪臺，更應積極主動邀請；捐資興 學，政府則宜採輔導的角色。總之，兩岸的教育交流應秉持平等互惠的原則，考量雙方的立 場與實際的需求，予以正面的回應；對於交流後所產生的問題與障礙，也應心平氣和尋求溝 通與協調。如此，雙方必可擷長補短，互蒙其利。

　　　　　Since the government of the Republic of China (ROC) first allowed its people to visit relatives on the mainland in 1987, cultural exchanges, particularly in education, have been frequent. In the past ten years, many mainland Chinese students studying overseas have been invited to visit Taiwan, and Taiwan donations have been offered to mainland China for the building of schools. In addition, the two sides have made mutual visits, jointly sponsored symposiums and other activities, and schools have recruited professors and students from the other side. However, problems have emerged in the course of exchanges as a result of both sides' different educational systems, teaching materials, and educational goals. Educational exchanges across the Strait need to be enhanced both in depth and in breadth, on a mutually beneficiary bais. In the process, both sides should also try to solve the problems and issues that have appeared in the course of exchanges.