国际能力、全球化能力和跨文化能力术语比较研究  

Comparing Studies of the Terminologies of International Competence,Global Competence and Intercultural Competence

作　　者：王小青[1] WANG Xiaoqing(Graduate School of Education, Peking University, Beijing 100871)

机构地区：[1]北京大学教育学院,北京100871

出　　处：《比较教育研究》2017年第4期23-30,共8页International and Comparative Education

基　　金：北京大学教育发展研究中心"北大研究"项目"不同住宿模式下北京大学燕京学堂学生国际能力提升研究"(课题批准号:2015YB20)的研究成果

摘　　要：在国际化和全球化背景下,中外学者对于大学生应该具备哪些能力来面对全球性的挑战和机遇进行了长期探索和研究,我国学者尤其对国际能力、全球化能力和跨文化能力比较感兴趣,但这三个术语在高教研究领域的混淆现象也不容忽视。本文通过文献研究法和历史研究法对这三个术语的概念、理论框架和测评等方面的发展进行回顾和梳理,剖析其在理论和实践中的生命力和适应力。在此基础上,针对术语的混用问题讨论了三者是否可互用和如何选择使用。结论认为国际能力、全球化能力可能不适合中国;跨文化能力可使用,但仍需调适,加入"东方视角"。Under the background of internationalization and globalization, Chinese and foreign scholars have made long-term exploration and research on the competence of college students to meet the global challenges and opportunities. In particular, the domestic scholars have great interest in international competence, global competence and intercultural competence, but the confusion of these three terminologies in the research field of higher education should not be ignored. This article firstly reviews and combs the concept, theoretical framework and competence assessment of these three terms by using the literature research method and historical research method, and clarifies the origin of these terms and analyzes their vitality and adaptability in theory and practice. On this basis, it discusses whether the three terminologies can be interoperable and how to choose to use them. It has concludes that international competence, global competence may not be suitable for China, intercultural competence can be used in China, but it still needs adjustment, adding oriental perspective.

关 键 词：国际能力 全球化能力 跨文化能力 能力测量 国际化报告 

分 类 号：G40-059.3[文化科学—教育学原理]