基于文化悖论教学课例的跨文化思辨能力培养研究  

A lesson study of cultivating intercultural critical thinking skills through teaching cultural paradoxes

作　　者：邓一恒 迟若冰 DENG Yiheng;CHI Ruobing

机构地区：[1]上海外国语大学跨文化研究中心,上海200083

出　　处：《外语界》2024年第4期10-16,共7页Foreign Language World

基　　金：上海外国语大学校级重大课题“国际传播中的跨文化互动机制研究”(编号2021114007)的支持。

摘　　要：传统的跨文化交际课程中,文化价值观维度理论的教学不可或缺,但常常导致本质主义的文化观念。本研究设计了文化悖论教学课例,以改进传统的价值观维度教学方法。通过教学干预实验和反思性问题的主题分析,课例评估结果显示学生对文化的内部差异性、情境依赖性及可变性获得更深入的理解;学生的文化智力显著提高,与本质主义倾向呈正相关,思辨能力正从低阶向高阶发展。Cultural values are an integral knowledge component of intercultural communication courses,but teaching of the culture values dimension often leads to overly essentialist views of culture.This study designed a cultural paradox lesson to improve traditional teaching of cultural values.The effectiveness of the lesson was evaluated through an intervention experiment and thematic analysis of the students'responses to reflective questions.The results showed that the students gained a deeper understanding of cultural values in terms of their intracultural variability,contextual dependence and mutability.The students'cultural intelligence improved significantly,and was positively correlated with essentialist tendencies,suggesting a low to high level development of their critical thinking skills.

关 键 词：跨文化教学 文化价值观 课例研究 文化悖论 跨文化思辨能力 文化智力 

分 类 号：H319[语言文字—英语]