跨境教育辖域中孔子学院特色发展鉴析——基于澳大利亚格里菲斯大学旅游孔子学院的案例研究
|
摘要
跨境教育是教育外交的重要组成部分。从跨境教育的微观层面分析澳大利亚格里菲斯大学旅游孔子学院在跨境教学、师资培训、文化传播、受众体验方面的特色发展举措,可以发现它在语言教学上力求与本土教学体系对接;在师资培养上推动中外教师交互促进;在跨境文化传播上注重柔性输出国家核心价值;在学习者获得体验上强化境外学生的情感联系。从跨境教育微观视角来审视孔子学院在新时期的特色发展举措与成效,为我们提供了依托跨境教育的内在机理来促进孔子学院海外建设的新视野。
Transnational education is an important part of education diplomacy. An analysis is conducted into the measures adopted by Tourism Confucius Institute at Griffith University in terms of its transnational teaching,teacher training, cultural diffusion and learners' experience at the micro level of transnational education. As a result,it indicates that Tourism Confucius Institute implements localization of teaching process towards domestic teaching system, promotes cross-fertilization between Chinese and Australian teachers, shares core national values tactically via transnational culture and strengthens positive emotional cognition among local learners. The micro level studies on the characteristic development and its effectiveness of Confucius Institute in new era from the perspective of transnational education have presented a new insight of promoting development of Confucius Institute overseas under its internal mechanism.
Transnational education is an important part of education diplomacy. An analysis is conducted into the measures adopted by Tourism Confucius Institute at Griffith University in terms of its transnational teaching,teacher training, cultural diffusion and learners' experience at the micro level of transnational education. As a result,it indicates that Tourism Confucius Institute implements localization of teaching process towards domestic teaching system, promotes cross-fertilization between Chinese and Australian teachers, shares core national values tactically via transnational culture and strengthens positive emotional cognition among local learners. The micro level studies on the characteristic development and its effectiveness of Confucius Institute in new era from the perspective of transnational education have presented a new insight of promoting development of Confucius Institute overseas under its internal mechanism.
引文
[1]周谷平,韩亮.“一带一路”倡议与教育外交[J].比较教育研究,2018(4):3-9.
[2][3][6][12]丁笑炯.从宏观政策到微观教学:国外跨境教育研究转向述评[J].外国教育研究,2017(1):89-101.
[4]O’Mahony J.Enhancing Student Learning and Teacher Development in Transnational Education[R].York:The Higher Education Academy,2014:23.
[5][15]邓新,刘伟乾.“在场”理论视角下的孔子学院文化传播方式及其价值意蕴[J].民族教育研究,2017(3):101-106.
[7]冯捷蕴.探索孔子学院的特色化发展之路--访澳大利亚格里菲斯大学旅游孔子学院副院长丁培毅[J].世界教育信息,2014(1):13-16.
[8]Australian Bureau of Statistics.FEATURE ARTICLE 2:SPOTLIGHT ON NET OVERSEASMIGRATION[EB/OL].(2018-06-06)[2018-12-20].http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3101.0Feature%20Article2Jun%202018?.
[9]安桂清,童璐.学生学校幸福感测评框架研究述评[J].外国教育研究,2014(12):97-106.
[10]孙春兰.推动孔子学院高质量发展,为构建人类命运共同体贡献力量[EB/OL].(2018-12-05)[2018-12-06].http://conference.hanban.org/pc/news_details.html?main_lan=cn&_id=12.
[11]Bambacas M,Sanderson G,et al.Understanding transnational MBA students’instructional communication preferences[J].Journal of International Education in Business,2008,1(1):15-28.
[13]赖林冬.“一带一路”背景下孔子学院融入大学发展研究--以菲律宾四所孔子学院为例[J].比较教育研究,2018(9):3-10.
[14]宋佳.全球化时代八国语言教育推广机构文化使命的国际比较[J].比较教育研究,2013(8):95-101.
[16]杨文艺.全球竞争的文化转向与孔子学院的转型发展--孔子学院十周年回眸与展望[J].中国高教研究,2015(4):44-52.
[17]Weaver D,Becken S,et al.旅游和中国梦研究议程:对话与开放[J].旅游学刊,2015,30(10):122-128.
[18]李宝贵,刘家宁.“一带一路”战略背景下孔子学院跨文化传播面临的机遇与挑战[J].新疆师范大学学报,2017(7):148-155.
[19]牛长松.南非孔子学院的发展特色及影响因素分析[J].比较教育研究,2017(9):49-54.
[2][3][6][12]丁笑炯.从宏观政策到微观教学:国外跨境教育研究转向述评[J].外国教育研究,2017(1):89-101.
[4]O’Mahony J.Enhancing Student Learning and Teacher Development in Transnational Education[R].York:The Higher Education Academy,2014:23.
[5][15]邓新,刘伟乾.“在场”理论视角下的孔子学院文化传播方式及其价值意蕴[J].民族教育研究,2017(3):101-106.
[7]冯捷蕴.探索孔子学院的特色化发展之路--访澳大利亚格里菲斯大学旅游孔子学院副院长丁培毅[J].世界教育信息,2014(1):13-16.
[8]Australian Bureau of Statistics.FEATURE ARTICLE 2:SPOTLIGHT ON NET OVERSEASMIGRATION[EB/OL].(2018-06-06)[2018-12-20].http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3101.0Feature%20Article2Jun%202018?.
[9]安桂清,童璐.学生学校幸福感测评框架研究述评[J].外国教育研究,2014(12):97-106.
[10]孙春兰.推动孔子学院高质量发展,为构建人类命运共同体贡献力量[EB/OL].(2018-12-05)[2018-12-06].http://conference.hanban.org/pc/news_details.html?main_lan=cn&_id=12.
[11]Bambacas M,Sanderson G,et al.Understanding transnational MBA students’instructional communication preferences[J].Journal of International Education in Business,2008,1(1):15-28.
[13]赖林冬.“一带一路”背景下孔子学院融入大学发展研究--以菲律宾四所孔子学院为例[J].比较教育研究,2018(9):3-10.
[14]宋佳.全球化时代八国语言教育推广机构文化使命的国际比较[J].比较教育研究,2013(8):95-101.
[16]杨文艺.全球竞争的文化转向与孔子学院的转型发展--孔子学院十周年回眸与展望[J].中国高教研究,2015(4):44-52.
[17]Weaver D,Becken S,et al.旅游和中国梦研究议程:对话与开放[J].旅游学刊,2015,30(10):122-128.
[18]李宝贵,刘家宁.“一带一路”战略背景下孔子学院跨文化传播面临的机遇与挑战[J].新疆师范大学学报,2017(7):148-155.
[19]牛长松.南非孔子学院的发展特色及影响因素分析[J].比较教育研究,2017(9):49-54.