【摘要】：國(guó)際理解教育(education for international understanding)萌芽于一戰(zhàn)以后,其實(shí)與二戰(zhàn)結(jié)束,國(guó)際理解教育表達(dá)了人類希望通過(guò)國(guó)際理解教育實(shí)現(xiàn)世界和平的美好愿望。國(guó)際理解教育受到了世界范圍內(nèi)容的廣泛重視,國(guó)際理解教育在不同國(guó)家、不同時(shí)期有不同的名稱,如和平教育(peace education)、全球教育(global education)、世界公民教育(education for global citizen)等。不同國(guó)家國(guó)際理解教育的內(nèi)容各有側(cè)重點(diǎn),但是大都大同小異。主要包括世界各國(guó)文化、歷史、地理、風(fēng)土人情、生活習(xí)慣;本國(guó)文化、歷史、地理、生活習(xí)慣;人類共同面臨的問(wèn)題,如環(huán)境污染、資源、人權(quán)、和平等。國(guó)際理解教育的核心是培養(yǎng)國(guó)際理解能力,國(guó)際理解能力是順利完成國(guó)際理解活動(dòng)所需的個(gè)性心理特征或人格特質(zhì)。國(guó)際理解能力構(gòu)成內(nèi)核是對(duì)國(guó)際理解內(nèi)涵的認(rèn)知程度,外在表征是在國(guó)際交往中所表現(xiàn)出的態(tài)度和行為。吳寶宏教授指出,國(guó)際理解能力主要體現(xiàn)在知識(shí)儲(chǔ)備、理解思維、技能水平、認(rèn)知態(tài)度等四個(gè)方面。國(guó)際理解教育受到了我國(guó)教育行政部門、專家以及各級(jí)學(xué)校的重視。2010年《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》提出了“加強(qiáng)國(guó)際理解教育,推動(dòng)跨文化交流,增進(jìn)學(xué)生對(duì)不同國(guó)家、不同文化的認(rèn)識(shí)和理解”的要求,以政策的形式強(qiáng)調(diào)了國(guó)際理解教育的重要性。各地、各學(xué)校也將國(guó)際理解教育付諸行動(dòng),我國(guó)國(guó)際理解教育的實(shí)施主要形式有:一,開設(shè)國(guó)際理解教育專項(xiàng)課程;二,學(xué)科滲透;三,國(guó)際理解專項(xiàng)活動(dòng);四,友好學(xué)校共享課程。2009年起成都市武侯區(qū)開展了國(guó)際理解教育課程開發(fā)與實(shí)踐,開發(fā)國(guó)際理解課程、開展各項(xiàng)國(guó)際理解教育活動(dòng)、與國(guó)外學(xué)校建立友好學(xué)校等;上海市閔行區(qū)構(gòu)建了3E國(guó)際理解課程體系,通過(guò)開設(shè)專項(xiàng)課程、開展以節(jié)日核心的國(guó)際理解主體活動(dòng)以及學(xué)科滲透等形式提升學(xué)生的國(guó)際理解能力。學(xué)科滲透,是國(guó)際理解教育必不可少的形式,學(xué)科滲透相對(duì)于開發(fā)新的課程、開展專項(xiàng)活動(dòng)、建立友好學(xué)校等是一種簡(jiǎn)單易行,又效果顯著的提升學(xué)生國(guó)際理解教育的形式。初中階段可以滲透國(guó)際理解教育的學(xué)科包括歷史、地理、生物、美術(shù)、物理、英語(yǔ)等。其中,英語(yǔ)作為一門國(guó)際語(yǔ)言、作為文化的載體是最好的進(jìn)行國(guó)際理解教育滲透的學(xué)科。英語(yǔ)教學(xué)中滲透國(guó)際理解教育也成為國(guó)際理解教育的主要形式。初中生的國(guó)際理解能力現(xiàn)狀如何、受哪些因素影響、如何通過(guò)英語(yǔ)教學(xué)來(lái)提升中學(xué)生的國(guó)際理解能力?針對(duì)這些問(wèn)題,筆者通過(guò)對(duì)長(zhǎng)春市的兩所縣、鄉(xiāng)中學(xué)的257名學(xué)生以及7名英語(yǔ)教師進(jìn)行了問(wèn)卷調(diào)查,經(jīng)過(guò)數(shù)據(jù)整理、分析,得出了如下結(jié)論:(1)長(zhǎng)春市縣城及以下中學(xué)學(xué)生國(guó)際理解能力處于中等偏下水平(2)初三、初二年級(jí)的國(guó)際理解能力沒(méi)有明顯區(qū)別(3)英語(yǔ)學(xué)習(xí)沒(méi)有提高學(xué)生的國(guó)際理解能力(4)學(xué)校所在地對(duì)學(xué)生的國(guó)際理解能力有顯著的影響(5)英語(yǔ)教師的國(guó)際理解能力偏低并根據(jù)調(diào)查結(jié)果,提出自己的建議和看法,即創(chuàng)設(shè)國(guó)際理解教育外部環(huán)境;提升英語(yǔ)教師的國(guó)際理解能力;選擇有利于提高學(xué)生國(guó)際理解能力的課堂教學(xué)策略等。
[Abstract]:International understanding education, after the first world war, is in fact close to the end of world war ii, and the international understanding education expresses the wish of mankind to realize world peace through international understanding education. International understanding education has been widely regarded as the worldwide content. The international understanding education has different names in different countries and different periods, such as peace education, global education, world civic education and so on. The contents of international understanding education in different countries have different emphasis, but most of them are very similar. It mainly includes the cultures, history, geography, customs and habits of all countries of the world; national culture, history, geography and living habits; the problems faced by mankind, such as environmental pollution, resources, human rights, and equality. The core of the international understanding education is to train the international understanding ability, and the international understanding ability is the personality psychological characteristics or personality traits required for the successful completion of the international understanding activities. The core of international comprehension is the degree of cognition to the connotation of international understanding and its attitude and behavior in international intercourse. Professor Wu Baohong pointed out that the international comprehension ability is mainly reflected in four aspects such as knowledge reserve, understanding of thinking, skill level, cognitive attitude and so on. International understanding education has received the attention of the educational administration departments, experts and schools at all levels. In 2010, the Outline of Medium-and Long-term Education Reform and Development (2010-2020) of the National People's Republic of China put forward the 鈥淪trengthening international understanding education, promoting cross-cultural communication, and improving students' understanding and understanding of different countries and cultures鈥，

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