摘要
本研究以＂中国与加拿大教师教育和学校教育互惠学习＂（简称RLTESECC）项目为例,对中方项目参与者（N=62）的跨文化敏感与效力的总体水平、相关关系和影响因素进行考察。结果发现：项目参与者的跨文化敏感与跨文化效力总体处于中等水平,二者存在着显著的正相关性;个人因素中,只有外语水平和出国经历对跨文化效力的某些要素有影响。项目进一步实施过程中,应加强项目参与者的跨文化交际能力,尤其要关注其内在真实的情感倾向,促使其成为真正的＂局内人＂。
This research examines the overall levels,correlations and influential factors of the intercultural sensitivity and effectiveness of sixty-two participants who took part in Reciprocal Learning in Teacher Education and School Education between Canada and China(RLTESECC).There are three research findings.Firstly,the participants’ intercultural sensitivity and effectiveness are generally at the moderate level.Secondly,there is a significant positive correlation between intercultural sensitivity and intercultural effectiveness.Finally,among the personal factors,only foreign language proficiency and overseas experience have an impact on some elements of intercultural effectiveness.To make progress in implementation of the project,more attention should be paid to improving the participants’ intercultural communication abilities,especially to their true emotional inclinations so as to make them the real participants.
出处
《教师教育学报》
2017年第6期95-101,共7页
Journal of Teacher Education
基金
加拿大社会科学与人文社会研究委员会合作项目“加拿大-中国教师教育和学校教育互惠学习项目”(895-2012-1011),项目负责人:许世静,迈克尔·康纳利
关键词
跨文化教育
跨文化敏感
跨文化效力
RLTESECC项目
intercultural education
intercultural sensitivity
intercultural effectiveness
RLTESECC program
