扎根理论视角下国际学生辅导员核心素养及生成逻辑  

Core Competencies and Formation Logic of International Student Advisors from the Perspective of Grounded Theory

作　　者：冯巩 Feng Gong(International College,Zhejiang University,Hangzhou,Zhejiang,310058)

机构地区：[1]浙江大学国际教育学院,浙江杭州310058

出　　处：《高校辅导员学刊》2025年第3期23-31,96,共10页Journal of College Advisor

基　　金：浙江大学德育与学生发展研究课题“新时代高校国际学生辅导员核心素养研究”(22dykt05)。

摘　　要：高水平对外开放背景下,国际学生辅导员作为教师队伍的特殊组成部分,其核心素养的高低关乎新时代高校思想教育工作水平和人才培养质量。文章基于扎根理论的视角对访谈形成的一手资料进行三级编码及分析,构建以角色定位认知、思想教育、人文关怀、跨界学习、跨文化传播、国际舆情解读、国际学生管理七大核心素养为标准,现实基础、动力机制为生成逻辑,提升策略和优化效果为旨归的国际学生辅导员核心素养理论模型。中外学生对象的客观差异是区别辅导员核心素养内容的关键,提升策略将对个人发展、职业发展和学生发展产生分层分类的积极效果,最终促进核心素养系统趋向良性循环。Under the context of high-level opening-up,international student advisors as a distinct subgroup within the academic workforce,playing a pivotal role in determining the quality of ideological education and talent cultivation in higher education institutions.The study employs grounded theory to conduct a three-level coding analysis of first-hand interview data,constructing a theoretical model of core competencies for international student advisors.The model establishes seven core competency standards:role positioning awareness,ideological education,humanistic care,interdisciplinary knowledge,crosscultural communication,international public opinion interpretation,and international student management.Its formation logic is anchored in real-world foundations and dynamic mechanisms,while its optimization framework focuses on enhancement strategies and performance outcomes.The objective differences between domestic and international student cohorts constitute the key distinction in defining advisors'competency requirements.The enhancement strategies are expected to generate stratified positive impacts on individual development,career progression,and student growth,ultimately fostering a virtuous cycle within the core competency system.

关 键 词：对外开放 国际学生辅导员 核心素养 

分 类 号：G641[文化科学—高等教育学]