新时代中小学外语教师跨文化叙事能力的构建与培育路径  

The Construction and Development of Foreign Language Teachers’Intercultural Narrative Competence at Primary and Secondary Schools in the New Era

作　　者：陈君 郑毅[1] Chen Jun;Zheng Yi(College of Foreign Languages and Literature,Chongqing Normal University,Chongqing 401331)

机构地区：[1]重庆师范大学外国语学院,重庆401331

出　　处：《重庆师范大学学报(社会科学版)》2024年第6期23-31,共9页Journal of Chongqing Normal University(Edition of Social Sciences)

基　　金：重庆市社会科学规划项目“中学教师课程思政教学能力标准研究”(2021NDYB120);中国外语战略研究中心2023年度“世界语言与文化研究”重点课题“新时代外语人才跨文化叙事能力研究”(WYZL 2023CQ0001)。

摘　　要：中小学外语教师跨文化叙事能力指的是中小学外语教师在对外教育交流与日常教学实践中,分析、凝练中国故事的叙事价值、生成叙事文本、运用叙事技巧讲述中国故事的能力。中小学外语教师跨文化叙事能力是一种价值引领下的复合能力,从外在叙事行为看,其包括凝练叙事价值、生成叙事文本、运用叙事技巧的能力;从内在核心素养看,其由政治素养、专业素养、媒介素养构成。中小学外语教师跨文化叙事能力的培养,需要做好顶层设计,精确定位不同层次中小学外语教师的差异化培养目标;打造中小学外语教师跨文化叙事能力培养的跨国别、跨学科协同育人教师团队;以“理解当代中国”系列教材为抓手,夯实中小学外语教师跨文化叙事的理解能力;通过一二三课堂协同,提升中小学外语教师跨文化叙事的讲述能力。the values of Chinese narratives,and generate then tell Chinese stories by using specific narrative skills in international educational exchanges and everyday teaching practices.This composite skill set is underpinned by ethical considerations which are externally manifested through adept story analysis and text generation using sophisticated storytelling techniques.It internally comprises political acumen along-side professional expertise bolstered by media literacy.Nurturing this competence necessitates strategic plan-ning,tailored training objectives across various teacher tiers,and fostering an international interdisciplinary collaborative faculty dedicated to honing these skills through integrated classroom instruction,utilizing re-sources such as the Understanding Contemporary China series of textbooks.

关 键 词：中小学外语教师 跨文化叙事 中国叙事 叙事能力 

分 类 号：G62[文化科学—教育学]