泰希勒（Teichler）针对欧洲高等教育的国际化提出了三段论[13]，即第一阶段从垂直的合作与移动性到以平等的国际关系为主导（主要表现为出国留学）；第二阶段从 “自欺欺人”的国际化策略到系统的国际化政策；第三阶段是开展独立的国际化活动以及核心活动的国际化，从而实现完整的高等教育国际化。当前，首都高等教育国际化处于不仅“走出去”，而且“迎进来”并有系统政策支持的国际化第二阶段。在从第二阶段向第三阶段的发展中，非常需要认清“国际化作为一种实现目标的途径，而不是目标本身”这一国际化的本质。明确目标，科学引导高校根据自身人才培养目标、师资队伍、生源质量和教学环境等实际条件，理性选择恰当的国际化策略。不以国际化指标本身（教师境外交流人次、学生联合培养项目数）论英雄，而是考查国际化策略与其办学特色与目标的契合度。避免高校盲目追求国际化本身而引发对人才培养和教学科研的负面影响。（作者：杨楠，单位：北京教育科学研究院高等教育研究所）

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