中国具有庞大的高等师范教育体系。从新中国成立起直到现在，尤其是改革开放18多年来，中国高等师范教育发展很快，获得了很大的成就。越南的高等师范教育与新中国高等师范教育同步始于50年代初。90年代中国和越南都在进行社会主义现代化建设，把原有的计划经济体制向社会主义市场经济体制转变的大背景下推动高师教育改革。两国的高师教育制度都在发生巨大的变化。本文主要就中国高等师范教育一些重要方面加以研究，目的在于对新中国高师教育的发展，现行制度，改革实践及发展趋势得到整体和足够的认识。同时进一步把中国和越南90年代的高等师范教育改革进行比较分析，通过两者的共同点和差异点而探寻高师发展的规律性和特殊性，有利于本国高师教育改革所借鉴。本文共分8章第一章是绪论，主要介绍选题的缘起和背景，简述有关课题研究情况，提出本文研究的4个主要内容，研究方法及研究的主要范围。第二章是对新中国高师教育的发展历程的论述与评析。在这一章，分改革开放前后两个阶段进行具体研究，分析了中国政府对高师教育发展的指导思想，高师发展的速度、规模、学校类型，高师教育发展过程中的重大转变和主要成就。本章也涉及到新中国高师教育发展中的两个重要问题的争论，即高师教育模式和师范教育的学术性与师范性的争论。在这些研究结果的基础上，作者对新中国高师教育发展做了评析，抽取出它的5个主要特点，同时介绍中国在高师教育办学中的一些经验。第三章着重论述中国高师教育的现行制度。对中国高师教育的一些主要问题，如：高师教育的结构、任务，培养目标、学制、管理体制、教育实习、招生、分配工作、学生待遇、课程设置、高师师资队伍建设等进行了具体的分析。在分析高师教育现状的同时，提出还要着手改革存在的诸多问题，使高师教育制度日趋完善。第四章是研究中国90年代的高师教育改革与发展战略。在这一章中首先分析了高师教育改革的背景，高师教育存在的若干问题（数量、质量、办学条件、师资队伍的素质、生源质量、经费来源等）；其次研究了中国政府对90年代的高师教育改革的指导思想，高师改革的战略目标。此外还提出和分析了实现高师教育改革与发展战略目标的8个具体的对策和措施。本章以华东师范大学的高师发展战略课题组的总报告为主要参考资料，在这一基础上，进行了具体的分析和探讨。第五、六章是着重研究越南90年代的高等师范教育改革和到2010年的高师教育发展的战略目标。第五章概括了越南高师教育发展的历程（1945-1995年），并分析了它的主要特点和存在的问题。接着分析越南90年代以来的高师教育改革的社会经济背景与国家的指导思想。对越南90年代以来的高师教育改革的情况进行较详细地论述和分析。第六章介绍了越南到2010年的高师教育发展战略，分析了一些具体的对策和措施来实现这个发展战略。第七章着重于中国和越南90年代的高等师范教育改革比较分析。比较的结果表明：中国和越南高师教育现行制度都是以前苏联师范教育为榜样，建立了定向型师范教育体制。从体制、性质、结构、任务、学制、课程设置、学校生活、目前存在的问题的多方面基本相同。90年代的两国高师教育改革的大背景也比较相似。高师教育改革的目标和内容也有许多相同点，而最明显的是两国都在继续和发扬传统师范教育体制的优势的同时，又对它实行多方向的改革，消除封闭性的弊端，改革的多方面都体现开放性的原则，谋求建设既适合时代潮流的，又符合各自国情的新高等师范教育体制。由于国情和基础教育的改革对高师教育发展的要求不同，中国和越南的高师教育改革的进展，步伐，具体目标及具体措施也有所不同。这体现了各自国家在改革和发展过程中的特殊性。最后的一章在比较分析结果上，作者从中国和越南的教育实际出发，与借鉴世界先进国家的改革经验，对面向21世纪的中国和越南教师教育改革提出了关于确立教师培养模式，提高师资素质及高师教育与市场经济关系的几点思考．

China has a huge separatehf organized s-yrstern of higher teacher education. Since the beginnming of the new China, especialh during the past 18 years of open door policy. china's higher teacher education has developed quickly and achieved great success. Like the new", China. Vietnam also started its higher teacher education in the 1950's. Today,both countries are proceding with their development of socialism.The push for reform of the method of higher teacher education has taken place under the transition from the planned economies to modern socialist market economies. Both China and Vietnam'ssvstems of higher teacher education are undergoing massive changes.The main pupose of this thesis is to examine and analyze the main aspects of china's higher teacher education, trying to gain a complete understanding of the new China`s development of higher teacher education, the current system, reform and the trend of development. This thesis inther compares and anahrzes the development of reform of China and Vietnam' s higher teacher education during the 1990's. Upon examination of the similarities and difrences, we can find their natural patterns and unique characteristics and untilize these findings for the further development and reform of vietnam's higher teacher education.This thesis contains eight chapters. The first chapter outlines the reasons and backgrounds for the author's choice of this topic,summaries previous processes of reseach, explains the four main points of the research, research method and general areas of research. The second chapter discusses and anahrzes the history of the development of the newChina's higher teacher education. The research separately anah' zes China's government position on her teacher education, the speed of its development; its scale, the kinds of schools, and the major changes and success of higher teacher education during its development before and after theopen door policy. This thesis also invoNes two maindebates over the her teacher education: the pattern of higher teacher education: as well as the debate over sicence of the model of higher teacher education and the characteristics of higher teacher education. The author has used the results of theresearch to analyze the development of higher teacher education of new China, detailedits five main points and introduced China's experience in running schools for higherteacher education.The third chapter discusses the current system of China's hiker teacher education. analyzing some main problems, such as its structure ,its purpose. its goals. its education wstem administration system, teachers training student recruitment, job assigrunent. treatment of students, cu culum and construction of faculty while analyizing thecurrent situation of higher teacher education, the chapter suggests possible refarns to work towards a more perfect system. The fourth chapter analyzes the strategies of new China' s higher teacher educationreform during the 1990's. This chapter first discusses the background of reform, theexisting problems (quantity, quality, schools' conditions, the quality and ability ofteachers, the quality of the pool of student applicants, economic sources, etc... ).Secondly, the chapter analyzes the Chinese government positions towards higher teachereducation, its reform and strategies during the 1990's. Furthermore, the chapter points out and examines the eight main policies and method of reform. The author used the fiuadong Normal University's study of strategies for higher teacher education reform as a basis for deeper analysis.The fifth and sixth chapters focus on Vietnam's higher teacher education, its reform andits development and strategies from the 1990's to 2010. Chapter five summaries Vietnam's history of higher teacher education (194.5-1995) and analyzes its unique characteristics and existing problems. Then it analyzes the situations of reform ofView's higher teacher education since the 1990's. Chapter six discusses Vietnam's her teacher education strategies up to 2010, examines same specific policies and methods to achieve these strategies. Chapter seven compares and analyzes China and Vietnam's reform of higher teachereducation. The results of the comparison show that both countries have used the Soviet education system as a model for their own development building a coked system of higher teacher education. There are great similarities in the system, nature, organization, responsibility, school system, curriculum material and school life. There existingproblems are similar. The situation and goals of both countries' higher teacher educationreform in the 1990's also contain great similarities. The most obvious similarity is thefact that while both are continuing their development of the traditional higher teachereducation system, they are making massive changes prefering the free and open system over the closed system, seeking development and trying to keep up with present needs, while also taking into account unique situations of each countries' higher teacher education system.Because of diffrent country situations and different basis educationreform, China and Vietnam's improvement and reform steps, and specific methods of her teacher education are not the same. This shows each country's special reform and development characteristics.The last chapter uses the results from the preceeding analyzes, including the basis ofChina and Vietnam's education practices, as well as borrows lessons from developed countries reform experiences to face China and Vietnam's higher teacher education reform during the 21st centurv. as well as suggests models for try teacher, presentswaysto increase the quality of teachers, and describes higher teacher education under new socialist market economies.