摘要
国际素养作为个体核心素养之一,已受到国际组织和世界各国广泛重视。教师国际素养是一种多维概念,可划分为知识、技能、态度和价值观等多种维度。教师国际素养的高低受个人基本情况、国际化经历、外语水平、外界支持度、科研国际化程度等因素影响;其培养需要改善宏观发展条件,加强教师国际流动和培训,推动学校课程国际化,发挥教师主观能动性。未来还需要在教师国际素养内涵和标准的本土化、不同层次和类型教师国际素养的共同特征和个体差异、教师国际素养的培养实践等方面开展深入研究。
As one of the core competencies of individuals,global competence has received extensive attention from international organizations and countries around the world.Teachers’global competence is a multi-dimensional concept that can be divided into dimensions such as knowledge,skills,attitudes,and values.It is influenced by factors such as personal basic information,international experience,foreign language proficiency,external support,and the degree of internationalization of scientific research.Its cultivation requires improving macro-development conditions,strengthening teachers’international mobility and training,promoting the internationalization of school curricula,and giving play to teachers’subjective initiative.In the future,in-depth research is needed on the localization of the connotation and standards of teachers’international competence,the common characteristics and individual differences of teachers’global competence at different levels and types,and the cultivation practice of teachers’international competence.
作者
王琪
王荧婷
WANG Qi;WANG Yingting(Ningbo Polytechnic,Ningbo 315800,China)
出处
《宁波教育学院学报》
2025年第2期51-56,共6页
Journal of Ningbo Institute of Education
基金
国家社科基金教育学一般课题“高水平对外开放背景下高职院校教师国际素养及其培养体系研究”(BJA210099)。
关键词
国际素养
教师
研究进展
展望
global competence
teachers
research progress
prospects
