隨著中國與多邊國家合作交流的不斷擴大, 越來越需要的具有國際視野、中國情懷的外語專門人才。因此, 培養(yǎng)師范大學(xué)生的全球意識、文化智能, 并通過他們把相關(guān)知識傳播出去就顯得至關(guān)重要。本書重點研究國外高等教育領(lǐng)域全球化教育的產(chǎn)生與發(fā)展, 給出全球化教育、全球意識、文化智能等相關(guān)術(shù)語的定義, 結(jié)合我國高等師范教育的實踐, 提出發(fā)展國內(nèi)師范生全球意識與文化智能的策略, 通過全球意識量表和文化智能量表來測評學(xué)生的文化敏感度, 找出影響學(xué)生全球意識與文化智能的因素, 進而提出增強學(xué)生文化敏感度的教學(xué)方法與教學(xué)手段。
Chapter 1 Introduction 001
1.1Statement of the Problem 008
1.2Purpose of the Study 008
1.3Significance of the Study 009
1.4Research Questions 010
1. ssumptions 011
1.6Definition of Terms 011
1.7Delimitations 012
1.8Limitations 013
Chapter 2 Review of the Literature 015
2.1Global Education Initiatives 017
2.2Implementation of Global Education 024
2.3People with Global Perspectives 038
2.4Curriculum and Instruction 061
2.5Language Education 089
Chapter 3 Methodology 119
3.1Research Questions 121
The Assessment and Development of Global-Mindedness and Intercultural Competence
3.2Hypotheses 122
3.3Population of the Research Study and the Sample 123
3.4Protection of the Subjects 123
3.5Research Instruments 124
3.6Participant Demographics 126
3.7Data Collection and Analysis Methods 126
Chapter 4 Data Manipulation and Analysis 131
4.1Demographic Analysis for the Sample 133
4.2Data Manipulation 135
4.3Tests of Hypotheses 138
Chapter 5 Discussion and Recommendations 167
5.1Findings and Implications 169
5.2Recommendations for Future Research 180
References 182
Appendices 198
Appendi A Global-Mindedness Scale (GMS) 198
Appendi B The Cultural Intelligence Scale (CQS) 201
Appendi C Demographic Questionnaire 203
Appendi D Letter of Request 204
Appendi E IRB Letter of Approval 208
Appendi F Teaching Journals 209
List of Tables
Table 1 Frequencies for Demographic Variables (N = 184) 134
Table 2 Latent Variables of the GMS and the CQS and Associated Survey
Item Numbers (N = 184) 136
Table 3 Descriptive Statistics for 11 Summed Variables (N = 184) 138
Table 4 Descriptive Statistics for the Mean Scores on the Five Latent
Variables of GMS Between Two Groups (N = 184) 140
Table 5 Descriptive Statistics for the Mean Scores on the Four Latent Variables of CQS Between Two Groups (N = 184) 143
Table 6 Descriptions of Independent Variables Predicting the Overall
GMS Scores (N = 183) 152
Table 7 Regression Analysis for Variables Predicting the Overall GMS
Scores (N = 183) 152
Table 8 Descriptions of Independent Variables Predicting the Overall CQS Scores (N = 184) 161
Table 9 Regression Analysis for Variables Predicting the Overall CQS
Scores (N = 184) 162
List of Figures
Figure 1 Circle of research field of global education 017
Figure 2 Intercultural competence in global and multicultural education 037
Figure 3 Scatterplot of frequency of interaction with people of diverse backgrounds with overall GMS scores 145
Figure 4 Scatterplot of gender with overall GMS scores 147
Figure 5 Scatterplot of perceived competence in non-native language or culture with overall GMS scores 147
Figure 6 Scatterplot of teaching e perience with overall GMS scores 148
Figure 7 Histograms of normally distributed residuals in Question 3 150
Figure 8 rmal P-P plots of normal distributed residuals in Question 3 150
Figure 9 Plots of standardized residuals against standardized predicted
values in Question 3 151
Figure 10 Scatterplot of frequency of interaction with people of diverse backgrounds with overall CQS scores 155
Figure 11 Scatterplot of gender with overall CQS scores 156
Figure 12 Scatterplot of perceived competence in non-native language or culture with overall CQS scores 157
Figure 13 Scatterplot of teaching e perience with overall CQS scores 157
Figure 14 Histograms of normally distributed residuals in Question 4 159
Figure 15 rmal P-P plots of normal distributed residuals in Question 4 160
List of Figures
Figure 16 Plots of standardized residuals against standardized predicted
values in Question 4 160
Figure 17 Scatterplot of scores on the overall GMS with overall CQS 164
Figure 18 Histogram of overall GMS scores 164
Figure 19 Histogram of overall CQS scores
書單推薦
