随着中国与多边国家合作交流的不断扩大, 越来越需要的具有国际视野、中国情怀的外语专门人才。因此, 培养师范大学生的全球意识、文化智能, 并通过他们把相关知识传播出去就显得至关重要。本书重点研究国外高等教育领域全球化教育的产生与发展, 给出全球化教育、全球意识、文化智能等相关术语的定义, 结合我国高等师范教育的实践, 提出发展国内师范生全球意识与文化智能的策略, 通过全球意识量表和文化智能量表来测评学生的文化敏感度, 找出影响学生全球意识与文化智能的因素, 进而提出增强学生文化敏感度的教学方法与教学手段。
Chapter 1 Introduction 001
1.1Statement of the Problem 008
1.2Purpose of the Study 008
1.3Significance of the Study 009
1.4Research Questions 010
1. ssumptions 011
1.6Definition of Terms 011
1.7Delimitations 012
1.8Limitations 013
Chapter 2 Review of the Literature 015
2.1Global Education Initiatives 017
2.2Implementation of Global Education 024
2.3People with Global Perspectives 038
2.4Curriculum and Instruction 061
2.5Language Education 089
Chapter 3 Methodology 119
3.1Research Questions 121
The Assessment and Development of Global-Mindedness and Intercultural Competence
3.2Hypotheses 122
3.3Population of the Research Study and the Sample 123
3.4Protection of the Subjects 123
3.5Research Instruments 124
3.6Participant Demographics 126
3.7Data Collection and Analysis Methods 126
Chapter 4 Data Manipulation and Analysis 131
4.1Demographic Analysis for the Sample 133
4.2Data Manipulation 135
4.3Tests of Hypotheses 138
Chapter 5 Discussion and Recommendations 167
5.1Findings and Implications 169
5.2Recommendations for Future Research 180
References 182
Appendices 198
Appendi A Global-Mindedness Scale (GMS) 198
Appendi B The Cultural Intelligence Scale (CQS) 201
Appendi C Demographic Questionnaire 203
Appendi D Letter of Request 204
Appendi E IRB Letter of Approval 208
Appendi F Teaching Journals 209
List of Tables
Table 1 Frequencies for Demographic Variables (N = 184) 134
Table 2 Latent Variables of the GMS and the CQS and Associated Survey
Item Numbers (N = 184) 136
Table 3 Descriptive Statistics for 11 Summed Variables (N = 184) 138
Table 4 Descriptive Statistics for the Mean Scores on the Five Latent
Variables of GMS Between Two Groups (N = 184) 140
Table 5 Descriptive Statistics for the Mean Scores on the Four Latent Variables of CQS Between Two Groups (N = 184) 143
Table 6 Descriptions of Independent Variables Predicting the Overall
GMS Scores (N = 183) 152
Table 7 Regression Analysis for Variables Predicting the Overall GMS
Scores (N = 183) 152
Table 8 Descriptions of Independent Variables Predicting the Overall CQS Scores (N = 184) 161
Table 9 Regression Analysis for Variables Predicting the Overall CQS
Scores (N = 184) 162
List of Figures
Figure 1 Circle of research field of global education 017
Figure 2 Intercultural competence in global and multicultural education 037
Figure 3 Scatterplot of frequency of interaction with people of diverse backgrounds with overall GMS scores 145
Figure 4 Scatterplot of gender with overall GMS scores 147
Figure 5 Scatterplot of perceived competence in non-native language or culture with overall GMS scores 147
Figure 6 Scatterplot of teaching e perience with overall GMS scores 148
Figure 7 Histograms of normally distributed residuals in Question 3 150
Figure 8 rmal P-P plots of normal distributed residuals in Question 3 150
Figure 9 Plots of standardized residuals against standardized predicted
values in Question 3 151
Figure 10 Scatterplot of frequency of interaction with people of diverse backgrounds with overall CQS scores 155
Figure 11 Scatterplot of gender with overall CQS scores 156
Figure 12 Scatterplot of perceived competence in non-native language or culture with overall CQS scores 157
Figure 13 Scatterplot of teaching e perience with overall CQS scores 157
Figure 14 Histograms of normally distributed residuals in Question 4 159
Figure 15 rmal P-P plots of normal distributed residuals in Question 4 160
List of Figures
Figure 16 Plots of standardized residuals against standardized predicted
values in Question 4 160
Figure 17 Scatterplot of scores on the overall GMS with overall CQS 164
Figure 18 Histogram of overall GMS scores 164
Figure 19 Histogram of overall CQS scores
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