全球意识和跨文化能力的测评与发展（英文版）
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作者崔奇 著
出版社中国经济出版社
ISBN9787513670401
出版时间2022-09
四部分类子部>艺术>书画
装帧平装
开本其他
定价88元
货号1202721694
上书时间2024-06-19
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作者简介
崔奇，江西科技师范大学副教授，硕士生导师，美国印第安纳州立大学课程与教学论/语言教育博士。北佐治亚大学现代与古典语言系助理教授（4年），印第安纳州立大学访问学者。第一批全国高等师范院校外语科研学术带头人。研究领域为外语教学、跨文化交际、外语科研方法与论文写作，在国际学术会议上发表主题演讲10余次，发表在国际期刊上的论文被SSCI等数据库收录。
目录
ContentsChapter 1 Introduction 0011.1Statement of the Problem 0081.2Purpose of the Study 0081.3Significance of the Study 0091.4Research Questions 0101.5Assumptions 0111.6Definition of Terms 0111.7Delimitations 0121.8Limitations 013Chapter 2 Review of the Literature 0152.1Global Education Initiatives 0172.2Implementation of Global Education 0242.3People with Global Perspectives 0382.4Curriculum and Instruction 0612.5Language Education 089Chapter 3 Methodology 1193.1Research Questions 121The Assessment and Development of Global-Mindedness and Intercultural Competence3.2Hypotheses 1223.3Population of the Research Study and the Sample 1233.4Protection of the Subjects 1233.5Research Instruments 1243.6Participant Demographics 1263.7Data Collection and Analysis Methods 126Chapter 4 Data Manipulation and Analysis 1314.1Demographic Analysis for the Sample 1334.2Data Manipulation 1354.3Tests of Hypotheses 138Chapter 5 Discussion and Recommendations 1675.1Findings and Implications 1695.2Recommendations for Future Research 180References 182Appendices 198Appendix A Global-Mindedness Scale (GMS) 198Appendix B The Cultural Intelligence Scale (CQS) 201Appendix C Demographic Questionnaire 203Appendix D Letter of Request 204Appendix E IRB Letter of Approval 208Appendix F Teaching Journals 209List of TablesTable 1 Frequencies for Demographic Variables (N = 184) 134Table 2 Latent Variables of the GMS and the CQS and Associated SurveyItem Numbers (N = 184) 136Table 3 Descriptive Statistics for 11 Summed Variables (N = 184) 138Table 4 Descriptive Statistics for the Mean Scores on the Five LatentVariables of GMS Between Two Groups (N = 184) 140Table 5 Descriptive Statistics for the Mean Scores on the Four Latent Variables of CQS Between Two Groups (N = 184) 143Table 6 Descriptions of Independent Variables Predicting the OverallGMS Scores (N = 183) 152Table 7 Regression Analysis for Variables Predicting the Overall GMSScores (N = 183) 152Table 8 Descriptions of Independent Variables Predicting the Overall CQS Scores (N = 184) 161Table 9 Regression Analysis for Variables Predicting the Overall CQSScores (N = 184) 162List of FiguresFigure 1 Circle of research field of global education 017Figure 2 Intercultural competence in global and multicultural education 037Figure 3 Scatterplot of frequency of interaction with people of diverse backgrounds with overall GMS scores 145Figure 4 Scatterplot of gender with overall GMS scores 147Figure 5 Scatterplot of perceived competence in non-native language or culture with overall GMS scores 147Figure 6 Scatterplot of teaching experience with overall GMS scores 148Figure 7 Histograms of normally distributed residuals in Question 3 150Figure 8 Normal P-P plots of normal distributed residuals in Question 3 150Figure 9 Plots of standardized residuals against standardized predictedvalues in Question 3 151Figure 10 Scatterplot of frequency of interaction with people of diverse backgrounds with overall CQS scores 155Figure 11 Scatterplot of gender with overall CQS scores 156Figure 12 Scatterplot of perceived competence in non-native language or culture with overall CQS scores 157Figure 13 Scatterplot of teaching experience with overall CQS scores 157Figure 14 Histograms of normally distributed residuals in Question 4 159Figure 15 Normal P-P plots of normal distributed residuals in Question 4 160List of FiguresFigure 16 Plots of standardized residuals against standardized predictedvalues in Question 4 160Figure 17 Scatterplot of scores on the overall GMS with overall CQS 164Figure 18 Histogram of overall GMS scores 164Figure 19 Histogram of overall CQS scores
内容摘要
在国际交往不断深入、日益频繁的背景下，当代大学生要具有全面的跨文化交际能力和宽广的国际视野，积极推动人类命运共同体的建设。要实现这一宏伟目标，大学生的全球意识和文化智能培养是其中的关键一环。高等院校师范生作为未来的人才培育者，尤其要主动增强国际理解能力，从全球化的角度来认识当下国家和世界发展的前景，从跨文化的角度来理解多元文化的共生和包容之道。 本书首先考察了美国高等教育领域全球化教育的产生与发展历程，梳理全球化教育、全球意识、文化智能等相关术语的定义，然后结合高等院校师范教育的实际情况，提出发展师范生全球意识与文化智能的策略及方法。此外，通过全球意识量表和文化智能量表来测评师范生的文化敏感度，找出影响师范生全球意识与文化智能的相关因素，进而提出改善全球化教育的教学方法与教学手段。
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