中荷研究型大学教师的跨文化教学——基于莱顿大学与厦门大学的调查  

Comparative Study on Educational Beliefs of Dutch and Chinese——Research University Teachers with Cross-cultural Teaching Experience

作　　者：吴薇[1] 

机构地区：[1]厦门大学教育研究院,福建厦门361005

出　　处：《中国地质大学学报（社会科学版）》2011年第2期69-74,共6页Journal of China University of Geosciences(Social Sciences Edition)

基　　金：2010年度教育部人文社会科学研究青年基金项目"中国与欧洲研究型大学教师信念比较研究"(10YJC880130)

摘　　要：本研究主要采用访谈法,直接关注有跨文化教学经验的中国与荷兰研究型大学教师跨文化教学的经历与想法。由于受到已有教育文化以及经验期望等方面的影响,大部分中荷教师都经历了"文化冲击"。中荷教师在跨文化教学中关于师生距离观念、时间观念、集体观念以及礼貌观念等四个方面的看法均存有差异。教师在"文化冲击"中重新调整自己的"文化定型"然后不断"文化融合"。许多教师认为自己在专业角色、文化理解与国际视野上都有所转变与拓展。为使自己能更好地综合中荷的教学思想和做法改进教学,"折中路线"成为中荷教师在"文化冲击与融合"后的道路选择。The data from interviews suggested that teachers＇ beliefs were strongly held and difficult to change.At the first moment of Chinese and Dutch research university teachers＇ cross-cultural teaching,they all experienced ＂culture shock＂ and found the differences between Chinese and Dutch research university teaching culture in the ideas about teacher-student distance,time,individualism,politeness and meaning of critical thinking.The majority of Chinese and Dutch teachers rejected the full academic acculturation into Western or Asian norms of university teaching respectively.Instead,many of them opted for a ＂middle way＂ that synergized those elements of Western academic norms or Chinese academic norms that were perceived to be culturally acceptable with the traditional cultural academic values held by Chinese or Dutch teachers.And all of them found that this cross-cultural teaching experience was good to their professional development.

关 键 词：中国 荷兰 研究型大学教师 跨文化教学 

分 类 号：G642.41[文化科学—高等教育学]