基于文化差异的学习偏好识别——一项协助全球企业对中国学习者进行有效培训的研究  

Identifying Cultural Learning Preferences:Develop Effective Training for Chinese Learners

作　　者：陈佳[1] 王敏娟[1,2] 柳华妮[1] 张韵[2] 温迪.萨尼克 马克.贝拉斯 

机构地区：[1]上海外国语大学,上海200083 [2]美国圣地亚哥州立大学,ca92182

出　　处：《开放教育研究》2017年第1期65-74,共10页Open Education Research

基　　金：上海市教委教育部东方学者基金项目(TPKYO52WMJ)资助

摘　　要：在全球化趋势下,由于教学人员和学员的文化视角和学习习惯存在差异,教学设计人员需要通过一定工具了解跨文化学习者的学习偏好,并据此更好地为跨文化受众制定教育和培训方案。本研究应一家总部设在美国的跨国电信公司的要求,对具有工程背景的原籍国为中国的66名学员进行了与学习相关的文化因素和学习偏好的在线问卷调查和数据分析,旨在明确学生的偏好并探究文化影响、教学设计方法以及翻译问题是如何影响跨国公司中中国员工的学习体验的。本研究特别关注中国工程师基于过程任务及操作任务的学习偏好,以期为建立更有效的跨文化培训教学机制提出有益建议。调查数据显示:在接受跨国公司企业培训时,中国学习者在学习过程中有效接收和处理信息的能力会受到东西方文化差异的影响,其学习体验也会受到教学方法与学习方法偏好、教学材料的翻译质量等因素的影响。研究表明,在为跨国跨文化受众设计教学方案时,设计者要有文化差异意识,并通过一定调查工具识别文化因素的影响和学员的学习偏好,了解学习群体的复杂性;教学设计者应通过调查结果积极应对学习者差异,重视学习群体基于自身文化传统的学习偏好,基于学习任务对不同文化学习偏好学习群体的有效性及学习者偏好选择教学方法;为解决学习者文化学习偏好问题提供文化敏感性选项;适时提供高质量的书面和口头翻译材料。In the context of globalization,the differences in cultural perspectives and learning habits between the instructors and international learners require instruction designers to adopt an adaptive cultural approach in making their instructional schemes. Performed at the request of a multinational telecommunications company based in the Unites States,the research team applies the survey on 66 Chinese engineer subjects to identify their learning preferences for process and procedure-based tasks,in an effort to assist US-based technology companies in building more effective training programs. The survey design was informed by the literature review,and focused on obtaining learner perceptions about instructional methods,cultural influences,and translation quality / language preference. The 14-question survey was conducted online with the survey tool of Qualtrics and distributed through social media.The survey shows that the Chinese learners were inclined to be influenced by the cultural difference between the East and West in their information perception and processing. Their learning experience was likely to be impacted by their preference to certain instruction approaches and learning methods,teaching materials and the quality of translation. Major findings of this study include the following： 1） Participative styles such as hands-on Practice and Simulation Training were considered the most effective learning methods by both age groups. However,learners in the 25 and under group preferred watching video recordings,while learners over 25 preferred having a live instructor. This disparity may reflect the less reliance on the live instruction by human instructors by the younger generation which grow up in the digital era. 2） When encountered materials in job-related training that do not align with their knowledge,nearly half of the participants prefer to discuss the material with their instructor or lecturer. This attitude reflects a positive motivation in learners for their workforce training. 3） Questioning th

关 键 词：学习偏好 文化差异 教学设计 跨文化教学 调查问卷 

分 类 号：G442[哲学宗教—心理学]