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随着经济全球化和世界多级化的深入发展,以及信息技术的广泛运用,跨文化交际能力越来越受到重视。目前,第八次新课改虽已对我国中小学课程标准进行了三次修改,但通过对其中跨文化交际能力的要求进行研究,发现仍存在定义不明确、培养不具体、目标过高的问题。因此,通过对跨文化交际能力的定义和途径进行文献研究,发现在我国中小学阶段很难形成学生的跨文化交际能力,教师应该对跨文化交际能力有个正确定位。在此基础上还提出一些建议,以期为中小学跨文化交际能力的培养带来新的思路和为未来新一轮课改修订课标时提供一定的参考。
With the deepening of economic globalization and the world multi-level development, as well as the extensive application of information technology, intercultural communicative competence has drawn more and more attention. At present, the Eighth New Curriculum Reform has made three amendments to the curriculum standards of primary and secondary schools in our country. However, by studying the requirements of intercultural communicative competence among them, it is found that there still exist problems such as ambiguous definition, inaccurate training, and too high a goal . Therefore, through the literature research on the definition and approach of intercultural communicative competence, it is found that it is very difficult to form students’ intercultural communicative competence in primary and secondary schools in our country. Teachers should have a correct orientation of intercultural communicative competence. On this basis, some suggestions are also put forward in order to provide new ideas for the cultivation of intercultural communication skills in primary and secondary schools and to provide some reference for the future revision of curriculum standards.