摘要
本文通过全球化视野量表测量中国大学生的全球化视野水平,考量性别、语言水平、课程学习、参加计划性校园活动和学生自主活动对其全球化视野发展水平的影响。山东省10所高校的2605名大学生完成了全球化视野量表。数据分析表明,与女生相比,男生在知识、身份认同和社会交互领域的得分更高;中等英语水平的学生在知识和身份认同子范畴的得分较高;在大学课程中,为不同文化背景和信仰的学生提供深入对话机会的课程与社会交互子范畴显著正相关,其他大学课程对全球化视野的三个子范畴均没有显著影响;参与不同于本土文化传统的团体活动与知识和社会交互子范畴的发展密切相关。学生自主活动对知识、身份认同和社会交互领域的得分贡献最大。
Global perspective of Chinese high school students were measured by the Global Perspective Inventory and the influence of gender,language proficiency,coursework,participation of planned events,and student-initiated activities on the development of global perspective were examined.2,605 students in 10 colleges and universities in Shandong province completed the GPI.Data analysis showed that:male students gained higher scores across cognitive,intrapersonal,and interpersonal domains than female ones.Students with an intermediate English level had higher scores in the the cognitive knowledge and the intrapersonal identity scales.College course enrollment produced no significant positive effects on three dimensions except enrollment in course offering opportunities for intensive dialogue among students with different backgrounds and beliefs,which was positively associated with the social interaction scale.No evidence showed that multicultural courses,world history courses,service-learning courses,or courses focusing on global/international issues were associated with higher GPI scores.Participation in events or activities sponsored by groups reflecting a cultural heritage different from one’s own was strongly associated with cognitive and interpersonal development.Student-initiated activities contributed most to the cognitive,intrapersonal,and interpersonal domains.
出处
《考试与评价》
2022年第4期57-64,共8页
TESTING AND EVALUATION
基金
山东省社科规划外国语言文学研究专项“国际化人才培养视域下山东高校学生全球化视野现状及提升策略研究”(19CWZJ38)的阶段性成果。
关键词
全球化视野
知识
身份认同
社会交互
global perspective
cognitive knowledge
intrapersonal identity
social interaction
