国际理解教育的结构间性与比较实践  

Interstructurality and Comparative Practice Approach of Education for International Understanding

作　　者：郑富兴[1] 曾军[1] ZHENG Fuxing;ZENG Jun(Center for Multi-culture Study,Faculty of Education,Sichuan Normal University,Chengdu Sichuan 610066)

机构地区：[1]四川师范大学多元文化研究中心,四川师范大学教育科学学院,四川成都610068

出　　处：《比较教育研究》2022年第6期3-10,共8页International and Comparative Education

基　　金：四川省哲学社会科学重点研究基地重大项目“面向人类命运共同体的四川中小学国际理解教育模式创新研究”(课题批准号:SC18EZD041)。

摘　　要：“国际理解”既是国际理解教育的重要目的,也是国际理解教育的重要方法。结构间性是国际理解的重要特征。国际理解的结构间性是指国际理解发生在两个及以上不同文化与国家之间,具体表现为由理解者及其所在的原生结构、理解对象及其所在的他者结构四个结构要素交互作用形成的四种理解类型和六组理解关系。真切有效的国际理解必须遵循国际理解的结构间性。国际理解的结构间性意味着国际理解教育既是一种国际比较,也是一种教育实践。“比较实践”成为新时代国际理解教育的一种方法理念,这一理念既矫正了当前国际理解教育实践中的无结构理解问题,也回应了新时代国际理解教育面临的复杂挑战。International understanding is not only an important purpose,but also an important method of the education for international understanding.Interstructurality is an important feature of international understanding.The interstructurality of international understanding means that international understanding occurs between two or more different cultures and countries,which is specifically manifested in the interaction of four structural elements:the interpreter and its original structure,the object of understanding and its other structure,forming six types of understanding.Real and effective international understanding must follow the interstructurality of international understanding,which means that the education for international understanding is not only an international comparison,but also an educational practice.The comparative practice has become the guiding principles for the education for international understanding in the new era.This idea not only corrects the problem of unstructured understanding in the current practice of the education for international understanding,but also responds to the complex challenges faced by the education for international understanding in the new era.

关 键 词：国际理解 国际理解教育 结构间性 比较实践 

分 类 号：G40-059.3[文化科学—教育学原理]