| 國立中興大學教學大綱 |
| 課程名稱 | (中) 中國的對外援助及其影響(6085) | ||||||||
| (Eng.) China’s Foreign Aids and its Impacts | |||||||||
| 開課單位 | 國政所 | ||||||||
| 課程類別 | 選修 | 學分 | 3 | 授課教師 | 游智偉 | ||||
| 選課單位 | 國政所 / 碩士班 | 授課使用語言 | 中文 | 開課學期 | 1142 | ||||
| 課程簡述 | 這門課程的目的在於介紹近年對外援助的研究，同時也希望討論為何中國傳統上重視發展中國家，特別是非洲國家。中國對發展中國家的重視由來已久，而這些重視多以對外援助的形式展現，然而，中國對發展中國家的援助模式在過去20年左右已有不少細微但重要的調整，特別是在非洲的案例。而在非洲之外，中國近年對亞洲國家、乃至於大洋洲國家的重視程度也逐漸提升，這也反映在中國最近十年左右增加援助亞洲國家的金額與數量。這是這門課程希望討論的第一個問題：中國的援助與歐美國家的援助有何不同？為何中國更重視非洲國家？而近年的焦點為何轉向亞洲國家？ 作為威權政體的中國，傳統上不太可能因為人道主義的考量而援助其他國家，更遑論中國早年的經濟與財政能力並不足以支持這樣的政策，因而中國早年的援助(特別是對非洲國家)係因其希望取得非洲國家的支持，同時也有意識形態的動機在內，但在中國改革開放後，此原因雖仍保留，但不僅是追求發展中國家在國際組織對中國的支持，同時也是提升中國在這些國家的形象，因為最終的目的在於追求貿易往來的擴大，特別是希望取得更多的天然資源。這是這門課程希望討論的第二個問題—那些因素促使中國展開援助？那些因素促使中國更積極地援助？ 然而，中國對發展中國家的援助也帶來不少問題，雖然流氓援助的論點已被認為不成立，但中國援助政策上的不透明及委託地方政府執行的援助政策帶來更大的問題。前者導致國際社會無法瞭解中國的資金分布，導致資源的重疊，例如瘧疾的防治；後者則造成中國對發展中國家的援助無法有效持續，造成地主國在公共衛生、貧窮治理等議題持續惡化。這也是這門課程希望討論的第三個問題—中國的援助究竟為發展中國家帶來甚麼？ 本門課將要求修課同學完成以下三項任務：第一，導讀報告，每周將由至少一位(組)同學針對指定閱讀內容進行至少30分鐘的導讀報告，報告內容必須包括：每篇文章的研究問題、組織結構(包括為何作者為何建立此結構及每章節之間的邏輯關係)、主要與次要論點、以及各篇文章背後的邏輯是否相呼應/衝突。第二，未負責導讀報告的同學請在課堂上至少準備一個問題以詢問報告同學，並請著重比較中國與其他已開發國家的差異。第三，請授課同學於學期末撰寫一份最多8000字(中文)的學期報告，本門課也歡迎以英文撰寫學期報告，但請以4000字為上限，並請以任何一週的主題及指定閱讀書目為主，尋找這些文獻引用了那些既有研究？而又有哪些新的文章引用這些文獻以撰寫一篇文獻回顧，並請回答以下三面向的問題：這些研究嘗試解決哪些問題？這些研究如何解決這些問題？這些研究又遺留或產生哪些問題？ 授課教師並不反對修課學生使用生成式AI進行文法或語言的修訂，但完全反對修課同學以生成式AI整理資料或生成內容，若修課同學在撰寫過程中曾使用生成式AI，請在期末報告的第一頁下緣以腳註的方式自我揭露。範例如下： 本篇報告僅曾使用生成式AI (AI名稱)修訂文法及語言。本篇報告的內容、主要論點與資料均由作者自行撰寫，未曾在這些部分使用生成式AI。 This course aims to introduce recent research on foreign aid while examining why China has traditionally prioritized developing countries, particularly those in Africa. China’s engagement with developing countries has a long history, often manifested through foreign aid. Over the past two decades, however, China’s aid patterns have undergone subtle but significant adjustments, especially in Africa. Beyond Africa, China has increasingly focused on Asian countries and, more recently, nations in Oceania, as reflected in the rising volume and value of aid provided to these regions over the past ten years. This course will explore three key questions: How does China’s aid differ from that of Western countries? Why has China historically emphasized African countries? And why has the focus shifted toward Asia in recent years? As an authoritarian state, China has historically been unlikely to provide aid for purely humanitarian reasons, especially given its limited economic and fiscal capacity in earlier decades. Early Chinese aid—particularly to African countries—was primarily motivated by a desire to secure support from recipient states, alongside ideological considerations. Following China’s reform and opening-up, these motivations persist, but the rationale has expanded: Chinese aid now aims not only to secure support for China in international organizations but also to enhance China’s image in recipient countries. Ultimately, the goal is to promote trade expansion and secure access to natural resources. This course will explore the second question: What factors drive China to provide aid, and what factors encourage more proactive engagement? Nevertheless, Chinese aid to developing countries raises certain challenges. While the “rogue aid” critique has largely been discredited, issues remain regarding the opacity of China’s aid policies and the delegation of implementation to local governments. The former limits the international community’s understanding of China’s resource allocation, resulting in overlapping efforts—for example, in malaria control. The latter undermines the sustainability and effectiveness of aid, leading to persistent challenges in public health, poverty alleviation, and other areas. This course will address the third question: What are the actual impacts of Chinese aid on developing countries? Course Requirements and Assignments Students will be responsible for completing three major tasks: firstly, each week, at least one student or group will deliver a reading presentation of no less than 30 minutes on the assigned materials. Presentations must cover the research questions of each article, the organizational structure (including the rationale for the structure and the logical connections between sections), the major and minor arguments, and whether the underlying logic across articles is mutually reinforcing or conflicting. Second task is participation. Students not responsible for that week’s reading presentation must prepare at least one question for class discussion, focusing on comparing China’s aid approach with that of other developed countries. Finally, by the end of the semester, students must submit a final paper of no more than 8,000 Chinese characters (for Chinese-language papers) or 4,000 words (for English-language papers). The paper should focus on one week’s topic and assigned readings, examining which prior studies were cited and identifying subsequent research that references these works. The paper should provide a literature review and address the following questions: What problems do these studies attempt to solve? How do they approach these problems? What issues remain unresolved or newly emerge? The instructor does not oppose the students revise their grammar or usage with the generative AI. HOWEVER, the instructor does COMPLETELY OPPOSES the students to rearrange data or generate the contents. The use of generative AI is permitted only for minor revisions related to grammar, style, or usage. The use of AI to generate content, restructure arguments, or manipulate data is strictly prohibited. Any student who uses generative AI in the permitted manner must include a disclosure as a footnote at the bottom of the first page of the paper. Example of proper disclosure: The author affirms that generative AI (AI name) was used exclusively for minor revisions related to grammar, style, and language. All substantive content, primary arguments, and data presented in this paper were independently researched, analyzed, and written by the author without the assistance of generative AI. |
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| 先修課程名稱 | |||||||||
| 課程與核心能力關聯配比(%) | 課程目標之教學方法與評量方法 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 課程目標 | 核心能力 | 配比(%) | 教學方法 | 評量方法 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1. 介紹對外援助(foreign aid)的相關研究，特別是Aiddata的內容。 2. 討論在那些條件下，國家可能展開援助？ 3. 討論中國為何援助其他發展中國家？ 4. 討論援助(特別是中國的援助)對地主國的經濟、政治與社會的影響 |
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| 授課內容(單元名稱與內容、習作/每週授課、考試進度-共16週加自主學習) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 學習評量方式 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 課堂參與(30%)：未輪到課堂報告的同學，請於課堂上至少準備一個問題提問報告同學，以做為課堂參與成績。 課堂報告(30%)：請負責課堂報告的同學，依照以下結構摘整指定閱讀內容 1. 文章主旨 2. 文章結構 3. 文章內容是否舉出特定案例以證明其論點或以相反案例否定與其論點相左的研究或論點。 4. 各篇文章之間的比較，請特別著重在議題、方法與案例。 學期報告(40%) 請選擇任何一週的主題及指定閱讀書目的內容，並尋找曾引用這些文獻的文章，以撰寫一篇8,000字以下的文獻回顧，並請回答以下三面向的問題： 1.這些研究嘗試解決哪些問題？ 2.這些研究如何解決這些問題？ 3. 這些研究又遺留或產生哪些問題？ |
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