在地国际化:嬗变、实践与反思  

Internationalization at Home:Evolution,Practice and Reflection

作　　者：兰思亮 马佳妮[1] LAN Siliang;MA Jiani(Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《比较教育研究》2021年第12期98-107,共10页International and Comparative Education

基　　金：北京市教育科学“十三五”规划2020年度重点课题“全球国际学生流动政策和举措的国际比较研究”(课题批准号:ABAA2020050)。

摘　　要：在地国际化作为学生流动计划的替代方案,在20世纪90年代兴起于北欧,这一新兴教育理念对于后疫情时代高等教育的发展具有重要意义。通过对在地国际化的内涵嬗变进行系统梳理,提出在地国际化包括超越流动性的国际理解、国际化的课程、文化敏感的教与学、人员的在地跨文化交流等四大要素。在地国际化并非一个同质化的过程,而是在本土优势的基础之上,结合国际优质教育资源以提升本国高等教育质量的过程。在地国际化的实现亟须解决本土学生与国际学生间缺乏有意义的跨文化交流、英语作为国际教学语言导致的不公平现象、信息通信技术的应用不足、缺乏对学习成果的评估与比较等问题。As an alternative to student mobility programs,internationalization at home emerged in Northern Europe in the 1990s,and this emerging educational concept has important implications for the development of higher education in the post-epidemic era.This paper systematically reviews the connotation of internationalization at home and suggests that internationalization at home includes four major characteristic elements:an understanding of internationalization beyond mobility,an international curriculum,culturally sensitive teaching and learning,and cross-cultural exchange of personnel.It is a process of combining international quality educational resources with local strengths to improve the quality of higher education.Theoretical research and practical experience on internationalization at home in various countries shows that the lack of meaningful intercultural exchange between local and international students,the inequity caused by English as the international language of instruction,the insufficient use of information and communication technologies,and the lack of assessment and comparison of learning outcomes need to be addressed in order to realise internationalization at home.

关 键 词：在地国际化 高等教育国际化 课程国际化 国际理解 

分 类 号：G648.9[文化科学—高等教育学]