国际理解课程的教学设计:认识与操作  

Instructional design of international understanding curriculum:cognition and operation

作　　者：刘冲[1,2] LIU Chong(Key Competence Education Research Center,Sichuan Normal University,Chengdu,Sichuan 610068,China;School of Education Sciences,Sichuan Normal University,Chengdu,Sichuan 610068,China)

机构地区：[1]四川师范大学核心素养教育研究中心 [2]四川师范大学教育科学学院,四川成都610068

出　　处：《教学研究》2025年第1期62-69,共8页Research in Teaching

基　　金：四川省社会科学重点研究基地美学和美育研究中心2021年度项目(21Y013)。

摘　　要：教学设计是促进国际理解课程教学质量提升的关键,也是当前国际理解课程教学研究和实践的薄弱环节。“国际理解教育观”和“教学设计观”是国际理解课程教学设计的指导原则。国际理解教育是支持学习者通过比较社会、文化和文明的异同,生成全球胜任力,发展全球视野、尊重差异和共生意识的认识和实践活动及其过程;教学设计是关于教学过程各要素的计划或规划。国际理解课程的教学设计需围绕前端分析、目标系统、过程系统和评价系统等四个设计系统及其包含的七个设计要素和若干设计项展开。Instructional design is the key to improving the quality of international understanding curriculum teaching,but it is also a weak link in current research and practice of international understanding curriculum teaching.“International understanding education view”and“instructional design view”are the cognitive premises of instructional design for international understanding curriculum.International understanding education is a cognitive and practical activity and process that supports learners to generate global competence,develop global vision,respect differences and coexistence awareness through comparing the similarities and differences of society,culture and civilization.Instructional design is a plan or plan for various elements of the teaching process.The instructional design of international understanding curriculum needs to be carried out around four design systems including front-end analysis,goal system,process system,and evaluation system,as well as seven design elements and several design items included in them.

关 键 词：国际理解课程 教学设计 认识前提 操作框架 

分 类 号：G632.3[文化科学—教育学]