学习云空间支持的大学生全球素养教育模式研究——基于广东省四所高校的调查
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摘要
全球化时代,大学生全球素养教育对国际人才的培养、推动社会协同进步、人类共同发展至关重要,学习云空间融资源、服务、数据为一体,支持共享、交互、创新的特性,能够为大学生全球素养教育提供支持。为了了解现阶段大学生全球素养水平,该文在梳理国内外相关研究的基础上,构建了大学生全球素养结构模型,设计了大学生全球素养评价量表,并采用整群抽样的方法,以广东省四所高校2060名大学生为调研对象展开抽样调查。结果表明:大学生全球素养总体不高,在知识和技能方面的水平存在明显不足。为此,该研究从教育目标、教育内容、教育资源、教育过程、教学互动和教育评价六个方面构建了学习云空间支持的大学生全球素养教育模式。
In the era of globalization, global competence education for college students is crucial to the cultivation of international talents, the promotion of social collaborative progress and the common development of mankind. With the characteristics of share, interaction and creation, learning cloud space can support the education of global competence for college students by integrating sources, services and data together. In order to know current situation of global competence for college students, this paper has constructed a structural model of global competence and designed a global competence evaluation scale for college students as well as adopting cluster sampling method to have an investigation of 2060 students from four colleges and universities in Guangdong province based on analyzing some relative researches at home and abroad. The result indicates that the current global competence of college students is generally low, and there is an obvious deficiency in the level of knowledge and skills. To this end, the study has constructed the educational mode of global competence for college students supported by learning cloud space from six aspects: educational aims,educational contents, educational sources, educational processes, interactions of teaching and educational evaluations.
In the era of globalization, global competence education for college students is crucial to the cultivation of international talents, the promotion of social collaborative progress and the common development of mankind. With the characteristics of share, interaction and creation, learning cloud space can support the education of global competence for college students by integrating sources, services and data together. In order to know current situation of global competence for college students, this paper has constructed a structural model of global competence and designed a global competence evaluation scale for college students as well as adopting cluster sampling method to have an investigation of 2060 students from four colleges and universities in Guangdong province based on analyzing some relative researches at home and abroad. The result indicates that the current global competence of college students is generally low, and there is an obvious deficiency in the level of knowledge and skills. To this end, the study has constructed the educational mode of global competence for college students supported by learning cloud space from six aspects: educational aims,educational contents, educational sources, educational processes, interactions of teaching and educational evaluations.
引文
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[55]鲁子问.试论跨文化教育的实践思路[J].教育理论与实践,2002,(4):1-7.
[56]王海燕,李芒,时俊卿.课堂教学设计的学习者分析流程[J].中国电化教育,2001,(5):31-34.
[2]国务院.关于印发国家教育事业发展“十三五”规划的通知[DB/OL].http://www.gov.cn/zhengce/content/2017-01/19/content_5161341.htm,2017-01-10.
[3][19][48]教育部.教育部关于发布《网络学习空间建设与应用指南》的通知[DB/OL].http://www.moe.gov.cn/srcsite/A16/s3342/201805/t20180502_334758.html,2018-04-17.
[4][19][22][25][37]OECD.The OECD PISA Global Competence Framework[DB/OL].http://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf,2018-10-11.
[5][11][17][29][32][38]周小勇.全球化时代呼唤全球素养教育[J].全球教育展望,2017,46(9):25-36.
[6][12][21][23][27][30]Olson C L,Kroeger K R.Global Competency and Intercultural Sensitivity[J].Journal of Studies in International Education,2001,5(2):116-137.
[7][14][15][18][28][31][34]Hunter W D.Knowledge,Skills,Attitudes,and Experiences Necessary to Become Globally Competent[D].Bethlehem:Lehigh University,2004.
[8][26]Park J H.A Study on the Development of Globalization Measurement Index-Focused on Competency Category[J].Humanity Research,1997,19(1):177-207.
[9][33]Global Competence Associates.Global Competence Model[DB/OL].https://globallycompetent.com/global-competence-model/,2018-10-11.
[10][16][20][36]刘扬,吴瑞林.高等教育国际化:大学生国际能力评价量表设计和检验[J].复旦教育论坛,2015,13(1):44-49.
[13][24][35]World Savvy.What is Global Competence?[DB/OL].http://www.worldsavvy.org/global-competence/,2018-10-11.
[39]Mansilla V B,Jackson A.Educating for Global Competence:Preparing our Youth to Engage the World[M].New York:Council of Chief State School Officers and Asia Society Partnership for Global Learning,2011.
[40]GLOBAL COMPETENCE CERTIFICATE.Course Descriptions[DB/OL].http://www.globalcompetencecertificate.org/gcc-course-descriptions/,2018-10-11.
[41][49]Li,Y.Cultivating Student Global Competence:A Pilot Experimental Study[J].Decision Sciences Journal of Innovative Education,2013,11(1):125-143.
[42][45]李明喜.基于TPACK的大学英语学习云空间构建及教学应用研究[J].中国电化教育,2018,(5):53-60.
[43][47]黄昌勤,王希哲等.学习云空间支持下的研究性学习研究与实践[J].中国电化教育,2015,(8):21-28.
[44]罗惜春.云空间课程教学平台设计与应用--以普通话课程教学为例[J].湖南师范大学教育科学学报,2015,14(6):46-48.
[46]Rovai F,Jordan H.Blended Learning and Sense of Community:AComparative Analysis with Traditional and Fully Online Graduate Courses[J].International Review of Research in Open&Distance Learning,2004,5(2):53-62.
[50]李娟,汪冰峰.高校基于云空间的SPOC教学方法创新研究[J].创新与创业教育,2015,6(5):53-55.
[51]全国教育科学规划领导小组办公室.“高等教育国际化背景下我国大学生国际能力评价指标体系研究”成果报告[J].大学(研究版),2016,(1):63-71.
[52]张屹,马静思等.中小学教师信息技术应用能力现状及培训建议[J].中国电化教育,2015,(1):104-110.
[53]迈克尔·吉本斯.知识生产的新模式:当代社会科学与研究的动力学[M].北京:北京大学出版社,2011.
[54]王慧君,王海丽.多模态视域下翻转课堂教学模式研究[J].电化教育研究,2015,36(12):70-76.
[55]鲁子问.试论跨文化教育的实践思路[J].教育理论与实践,2002,(4):1-7.
[56]王海燕,李芒,时俊卿.课堂教学设计的学习者分析流程[J].中国电化教育,2001,(5):31-34.