- 县中青少年跨文学交际能力培养(英文版)
- - 作者：张丽莉|责编:李琬琪
  - 出版社：中国宇航
  - ISBN：9787515924687
  - 出版日期：2025/03/01
  - 页数：178
- 售价：24

内容大纲
本书通过教学实践，研究探讨如何通过课程设置，提升县域中学学生的跨文化交际能力。基于拜拉姆（Byram）（1997）的跨文化能力框架及我国的实际情况，作者以宁波的一所县中为例，创建了以文化意识为导向的课程设置，构建了我国县中学生跨文化交际能力培养的创新模式。在以学生为中心的基础上，通过在阅读课中渗透人文素养的策略，开设世界名著文学鉴赏系列选修课，在课外活动中设置模拟联合国会议等活动，在假期实践中设置以国际交流项目为主要内容的活动，提升学生跨文化交际语言能力与文化知识，包容心与同理心，跨文化沟通技能，批判的文化意识等四个维度的能力。该研究采用了实践研究和行动研究相结合的方法，多方面收集数据并对学生的跨文化交际能力进行了评估。
作者介绍
张丽莉，宁波财经学院教师，宁波诺丁汉大学博士，获评“宁波市名师”。兼有中小学及高校教学经历，涉及英语教育、跨文化交际能力培养及传播学等多个领域，在上述领域的交叉教学和研究方面具有丰富经验。目前的主要研究方向是地方学与教育、英语教育与跨文化交际能力培养、跨文化传播等，已多次开设上述主题的省、市级讲座和公开课，有多篇论文发表于全国核心期刊，由本人主持、执笔及参与的省市级课题达20余项。
目录
Chapter 1  Introduction
  1.1  Background of the Research
  1.2  Context
    1.2.1  The Geo-political Context
    1.2.2  The Learning Context
  1.3  The Significance of the Research
  1.4  An Integrated Framework and Its Aim and Research Question
Chapter 2  Literature Review
  2.1  Overview
  2.2  Culture and Language
    2.2.1  Culture
    2.2.2  Culture and Language Teaching and Learning
    2.2.3  Tertiary Socialization
  2.3  IC, ICC and Related Theories
    2.3.1  Understanding Intercultural Communication
    2.3.2  Intercultural Communicative Competence
    2.3.3  Other Influential Theories
  2.4  ICC Discussion in China
    2.4.1  Historical Development
    2.4.2  Current Models
    2.4.3  Key Dimensions of ICC Relevant to China
    2.4.4  An Integrated Model
  2.5  Operationalisation of the Framework
  2.6  EFL Curriculum for Intercultural Communicative Competence
    2.6.1  The Definition of Curriculum
    2.6.2  Stages for Planning an ICC Curriculum
    2.6.3  A Cultural Awareness-oriented Curriculum
    2.6.4  Sequence/Order, Integration and Continuity
  2.7  ICC Assessment
    2.7.1  Assessment of ICC in China
    2.7.2  Assessment Methods of ICC
Chapter 3  Methodology
  3.1  Introduction
  3.2  Epistemology and Ontology
  3.3  Practitioner Research Approach
    3.3.1  The Definition of Practitioner Research
    3.3.2  Action Research
  3.4  Methods
    3.4.1  Participants and Setting
    3.4.2  Data Collection Instruments
  3.5  The Description of the Research
    3.5.1  The Overall Teaching Plans
    3.5.2  The Design of Action Research
  3.6  Trustworthiness
  3.7  Ethical Issues
Chapter 4  Data Analysis
  4.1  Language Proficiency and Knowledge
    4.1.1  Language Proficiency
    4.1.2  Cultural Knowledge of Other Cultures and of One's Own Culture
    4.1.3  The Assessment of Language and Knowledge in China: Gaokao and English Contests

  4.2  Attitudes
    4.2.1  Openness
    4.2.2  Empathy
  4.3  Development and Application of Skills
    4.3.1  Skills of Discovering
    4.3.2  Skills of Interpreting
    4.3.3  Skills of Comparing
    4.3.4  Skills to Mediate
    4.3.5  Using Skills in Real Communication
    4.3.6  Conclusion
  4.4  Critical Cultural Awareness
    4.4.1  Critical Reflection on One's Own Culture and Otherness
    4.4.2  Making Judgments According to Internationally Valued Norms
    4.4.3  Awareness of Stereotypes and Prejudice
    4.4.4  Critical Thinking
Chapter 5  Findings and Implications
  5.1  Highlights of the Findings
    5.1.1  The Expansion of Cultural Knowledge Contributing to the Promotion of Language Proficiency
    5.1.2  The Cultural Awareness-oriented Curriculum Triggering Students' Curiosity and Empathy
    5.1.3  The Cultural Awareness-oriented Curriculum Helping Students Discover, Interpret, Compare and Deal with the Cultural Conflicts
    5.1.4  The Cultural Awareness-oriented Curriculum Triggering Students to Reflect on the Culture of Otherness and Culture of Their Own
  5.2  Implications and Suggestions
    5.2.1  Implications for School Leaders
    5.2.2  Implications for School Teachers
    5.2.3  Implications for High School Students
  5.3  Immediate Impact
  5.4  Limitations
References
后记

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