论基于国际化素养的通识课程设计  

On General Education Curriculum Design Based on International Literacy

作　　者：苏庆伟[1] 蔡宝来[1] 

机构地区：[1]上海师范大学,上海200234

出　　处：《黑龙江高教研究》2017年第5期165-169,共5页Heilongjiang Researches on Higher Education

摘　　要：因应国际化人才培养规格的需要,国际化素养应成为大学通识教育课程的重要目标,国际化素养与通识课程的培养目标具有互补、动态、内在统一的关系,国际化素养由世界文明的知识、外语技能、有效的跨文化沟通能力、世界公民意识、态度和价值观及全球化的行为能力等维度构成,基于国际化素养的通识课程目标体系包括知识、能力以及意识、态度和价值观等方面,相应的,基于国际化素养的通识课程内容应涵盖"全球文明研究类课程""跨文化能力类课程""全球社会中的中国问题研究类课程""国际性和全球化问题课程"等课程领域,课程目标和内容的设计要遵循跨学科、显性与隐性课程相结合、学生心理顺序与知识逻辑顺序并重等原则。In order to satisfy the needs of cultivating international talents, international literacy should become an important goal of the general education curriculum in the university. International literacy and the objectives of general education curriculum are in a complementary, dynamic relations, and the relationship of inherent unity. The international literacy is composed of several dimensions including knowledge of world civilizations, foreign langnage skills, effective cross - cultural communication ability, world citizen con- sciousness, attitudes, values, and the capacity of globalization . The curriculum＇ s target systems of general education based on inter- national literacy consist of cognition, abilities, emotions, attitudes and values. Correspondingly, the curriculum＇ s content of general education based on international literacy should cover the research courses in a few fields including global civilization, intercultural competence and Chinese problems in global society. The design of curriculum objectives and content should follow the principles of be- ing cross - disciplinary, emphasizing the combination of explicit and implicit courses and focusing on both students＇ psychological order and knowledge logical order.

关 键 词：国际化素养 通识课程 课程设计 

分 类 号：G642.3[文化科学—高等教育学]