內容大鋼
本書通過教學實踐，研究探討如何通過課程設置，提升縣域中學學生的跨文化交際能力。基於拜拉姆（Byram）（1997）的跨文化能力框架及我國的實際情況，作者以寧波的一所縣中為例，創建了以文化意識為導向的課程設置，構建了我國縣中學生跨文化交際能力培養的創新模式。在以學生為中心的基礎上，通過在閱讀課中滲透人文素養的策略，開設世界名著文學鑒賞系列選修課，在課外活動中設置模擬聯合國會議等活動，在假期實踐中設置以國際交流項目為主要內容的活動，提升學生跨文化交際語言能力與文化知識，包容心與同理心，跨文化溝通技能，批判的文化意識等四個維度的能力。該研究採用了實踐研究和行動研究相結合的方法，多方面收集數據並對學生的跨文化交際能力進行了評估。
作者介紹
張麗莉|責編:李琬琪
張麗莉，寧波財經學院教師，寧波諾丁漢大學博士，獲評「寧波市名師」。兼有中小學及高校教學經歷，涉及英語教育、跨文化交際能力培養及傳播學等多個領域，在上述領域的交叉教學和研究方面具有豐富經驗。目前的主要研究方向是地方學與教育、英語教育與跨文化交際能力培養、跨文化傳播等，已多次開設上述主題的省、市級講座和公開課，有多篇論文發表于全國核心期刊，由本人主持、執筆及參與的省市級課題達20余項。
目錄
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
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