关键词

跨文化,競爭力,教師,職業發展,網上,概念模型,網路技術

摘要

外語能力、全球意識和跨文化交際能力被日益認為是有效參與21世紀新型經濟、公民、政治和社會生活的必不可少的方面。因此,這些技能在K16教育範疇得到了前所未有的有意的推廣。這一組對當今學生新提出來的目標意味著教育者要具備相應的能力。在美國,這些能力並不是傳統意義上職業發展中的致力重點,且對於如何在教育者身上最好地開發這些能力也毫無所知。這些能力可以用拜拉姆跨文化交際能力(ICC)模型(1997)中的術語來解釋。跨文化交際能力的開發原則認為網路學習作為一個潛在的杠杆,能有效培養教師在這一方面自我能力。文中回顧了在跨文化學習、以技術輔助的跨文化學習和網路教師職業發展方面的研究,表明了這三個領域間的交叉重疊。綜合分析這些文獻中的研究結果,本文提出了一套原則理念和教學設計特徵,以此來促進教師跨文化交際能力的培養。一個主要發現揭示了網路技術獨一無二的可供性,通過線上學習的機會,為各個學科領域教師跨文化交際能力的開發提供了支援,能有效培養教師自己在這一方面的能力。

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McCloskey, E. (2012). Global teachers: A conceptual model for building teachers’ intercultural competence online. [Docentes globales: n modelo conceptual para el desarrollo de la competencia intercultural on-line]. Comunicar, 38, 41-49. https://doi.org/10.3916/C38-2012-02-04

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