【摘要】：全球化時(shí)代的發(fā)展對(duì)教育提出了新的挑戰(zhàn),要求教育培養(yǎng)適應(yīng)全球化的“全球公民”。國(guó)際理解教育就是為應(yīng)對(duì)全球化挑戰(zhàn)而提出的一種教育理念和實(shí)踐。教師是國(guó)際理解教育的傳遞者與執(zhí)行者,是國(guó)際理解教育實(shí)施成功與否的關(guān)鍵,教師的觀念、教學(xué)態(tài)度及教學(xué)手段直接影響著國(guó)際理解教育能否順利實(shí)施。因此研究教師的國(guó)際理解素養(yǎng)培養(yǎng),具有非常重要的意義。英國(guó)非常重視教師國(guó)際理解素養(yǎng)的培養(yǎng),現(xiàn)已形成學(xué)生、教師、研究人員、管理人員四位一體的國(guó)際理解教育體系。而中國(guó)對(duì)于教師的國(guó)際理解素養(yǎng)培養(yǎng)還處于邊緣化的狀態(tài),英國(guó)在這方面的經(jīng)驗(yàn)非常值得中國(guó)借鑒。本文采用文獻(xiàn)分析、個(gè)案研究和比較研究的方法,具體分析了英國(guó)教師國(guó)際理解素養(yǎng)培養(yǎng)情況。論文主體主要有四個(gè)部分:首先,分析英國(guó)重視培養(yǎng)教師國(guó)際理解素養(yǎng)的背景。從人口、經(jīng)濟(jì)和環(huán)境教育三個(gè)方面探討了英國(guó)重視培養(yǎng)教師國(guó)際理解素養(yǎng)的社會(huì)背景,從教師教育的傳統(tǒng)和全球化的沖擊兩個(gè)方面說(shuō)明了英國(guó)重視培養(yǎng)教師國(guó)際理解素養(yǎng)的教育背景。其次,梳理了英國(guó)國(guó)際理解教育政策的發(fā)展。從20世紀(jì)50年代以來(lái),英國(guó)國(guó)際理解教育政策的重心經(jīng)歷了四個(gè)階段的變化,這也體現(xiàn)了國(guó)際理解教育在英國(guó)的發(fā)展脈絡(luò)。再次,重點(diǎn)研究了英國(guó)職前和在職教師國(guó)際理解素養(yǎng)培養(yǎng)的情況。從英國(guó)各大學(xué)教育學(xué)院對(duì)職前教師的培養(yǎng)目標(biāo)、課程設(shè)置和內(nèi)容、教育實(shí)習(xí)以及評(píng)價(jià)方式這幾個(gè)方面,探討了英國(guó)對(duì)職前教師國(guó)際理解素養(yǎng)的培養(yǎng);從英國(guó)國(guó)家機(jī)構(gòu)、社會(huì)組織、教育學(xué)院等對(duì)在職教師國(guó)際理解素養(yǎng)的培訓(xùn)方面,論述了英國(guó)對(duì)在職教師國(guó)際理解素養(yǎng)的培養(yǎng)。最后,評(píng)價(jià)英國(guó)教師國(guó)際理解素養(yǎng)培養(yǎng)的特點(diǎn)與問(wèn)題,分析中國(guó)教師國(guó)際理解素養(yǎng)培養(yǎng)的現(xiàn)狀,總結(jié)英國(guó)教師國(guó)際理解素養(yǎng)培養(yǎng)對(duì)中國(guó)的啟示。
[Abstract]:The development of globalization era poses a new challenge to education, which requires education to cultivate "global citizens" to adapt to globalization. International understanding education is an educational concept and practice to meet the challenges of globalization. Teachers are the communicators and implementers of international understanding education, and they are the key to the success of international understanding education. Teachers' ideas, teaching attitudes and teaching methods directly affect the smooth implementation of international understanding education. Therefore, it is of great significance to study the cultivation of teachers' international understanding literacy. Britain attaches great importance to the cultivation of teachers' international understanding literacy, and has formed a four-in-one international understanding education system among students, teachers, researchers and managers. However, the cultivation of teachers' international understanding literacy in China is still marginalized, and the British experience in this area is very worthy of China's reference. This paper analyzes the cultivation of British teachers' international understanding literacy by means of literature analysis, case study and comparative study. The main body of the paper is mainly divided into four parts: first of all, it analyzes the background of British emphasis on cultivating teachers' international understanding literacy. This paper probes into the social background of paying attention to the cultivation of teachers' international understanding literacy from three aspects of population, economy and environmental education. This paper explains the educational background of attaching importance to the cultivation of teachers' international understanding literacy from two aspects: the tradition of teacher education and the impact of globalization. Secondly, it combs the development of British international understanding education policy. Since 1950s, the focus of British international understanding education policy has undergone four stages of change, which also reflects the development of international understanding education in Britain. Thirdly, it focuses on the cultivation of international understanding literacy of pre-service and in-service teachers in the UK. This paper probes into the cultivation of the international understanding literacy of the pre-service teachers in the United Kingdom from the aspects of the training objectives, curriculum design and contents, educational practice and evaluation methods of the pre-service teachers in the colleges of education of the United Kingdom. This paper discusses the cultivation of in-service teachers' international understanding literacy in Britain from the aspects of the training of in-service teachers' international understanding literacy from the aspects of British national institutions, social organizations, colleges of education and so on. Finally, this paper evaluates the characteristics and problems of the cultivation of British teachers' international understanding literacy, analyzes the present situation of the cultivation of Chinese teachers' international understanding literacy, and summarizes the enlightenment of the cultivation of British teachers' international understanding literacy to China.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G659.561

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