新时代我国国际理解教育研究:回顾与展望——基于CNKI1994-2020年的文献  

Retrospect and Prospect of International Understanding Education in China in 1994~2020

作　　者：王雁冰[1,2] WANG Yan-bing(College of Foreign Language,Pingdingshan University,Pingdingshan Henan 467000,China;College of Education,Northwest Normal University,Lanzhou 730070,China)

机构地区：[1]平顶山学院外国语学院,河南平顶山467000 [2]西北师范大学教育学院,兰州730070

出　　处：《湖北第二师范学院学报》2022年第5期97-104,共8页Journal of Hubei University of Education

基　　金：河南省教育科学“十四五”规划2021年度一般课题“新时代普通高中国际理解教育实施路径研究”(2021YB0230)。

摘　　要：人类命运共同体为新时代国际理解教育提供了新的历史方位,我们需要对国际理解教育的内涵进行再认识。通过CNKI国际理解教育研究近26年的文献分析,发现研究主题随着时代变化发生变迁;其历程可分为引介探索、快速发展和丰富多元三个阶段。国际理解教育的实施路径主要依托课程和海外交流开展;研究方法多以理论论述和经验总结为主,但核心研究群尚未出现。今后的研究要以构建共同体助力国际理解教育、补短板加强教师国际理解素养培养、整合资源打造国际理解教育课程体系,加强实证研究实现国际理解教育研究科学化为取向,以此贡献中国智慧参与全球国际理解教育治理。The community with a shared future for mankind provides a new historical position for education for international understanding(EIU), and it is necessary to re-understand the connotation of EIU. The study analyzed the researches in EIU field in China during 1994-2020. The results are: the core research group has not yet appeared;research topics are changing with the era;the research process can be divided into three stages: introduction and exploration, rapid development and rich diversity;the implementation of EIU can be done through curriculum and overseas exchanging;the research methods focus on theory explanation and experience summary. Future research is supposed to build a community to help the development of EIU research, strengthen teachers’ international understanding literacy training and research, integrate resources to build EIU curriculum system, and promote empirical research to achieve scientific research and contribute Chinese wisdom to the world EIU governance.

关 键 词：新时代 国际理解教育 回顾 展望 

分 类 号：G640[文化科学—高等教育学]