正版新书]全球意识和跨文化能力的测评与发展(英文版)崔奇 著9

Chapter 1 Introduction 001

1.1Statement of the Problem 008

1.2Purpose of the Study 008

1.3Significance of the Study 009

1.4Research estions 010

1.5Assutin 011

1.6Definition of Terms 011

1.7Delimitations 012

1.8Limitations 013

Chapter 2 Review of the Literature 015

2.1Global Education Initiatives 017

2.2Implementation of Global Education 024

.People with Global Perspectives 038

2.4Curriculum and Instruction 061

2.5Language Education 089

Chapter 3 Methodology 119

3.1Research estions 121

The Assessment and Development of Global-Mindedness and Intercultural Comece

3.2Hypotheses 122

3.3Population of the Research Study and the Sample 1

3.4Protection of the Subjects 1

3.5Research Instruments 124

3.6Participant Demographics 126

3.7Data Collection and Analysis Methods 126

Chapter 4 Data Manipulation and Analysis 131

4.1Demographic Analysis for the Sample 133

4.2Data Manipulation 135

4.3Tests of Hypotheses 138

Chapter 5 Discussion and Recommendations 167

5.1Findings and Implications 169

5.2Recommendations for Future Research 180

References 182

Appendices 198

Appendix A Global-Mindedness Scale (GMS) 198

Appendix B The Cultural Intelligence Scale (CS) 201

Appendix C Demographic estionnaire 203

Appendix D Letter of Request 204

Appendix E IRB Letter of Approval 208

Appendix F Teaching Journals 209

List of Tables

Table 1 Frequencies for Demographic Variables (N = 184) 134

Table 2 Latent Variables of the GMS and the CS and Associated Survey

Item Numbers (N = 184) 136

Table 3 Descriptive Statistics fr 1 Summed Variables (N = 184) 138

Table 4 Descriptive Statistics for the Mean Scores on the Five Latent

Variables of GMS Between Two Groups (N = 184) 140

Table 5 Descriptive Statistics for the Mean Scores on the Four Latent Variables of CS Between Two Groups (N = 184) 143

Table 6 Descriptions of Independent Variables Predicting the Overall

GMS Scores (N = 183) 152

Table 7 Regression Analysis for Variables Predicting the Overall GMS

Scores (N = 183) 152

Table 8 Descriptions of Independent Variables Predicting the Overall CS Scores (N = 184) 161

Table 9 Regression Analysis for Variables Predicting the Overall CS

Scores (N = 184) 162

List of Figures

Figure 1 Circle of research field of global education 017

Figure 2 Intercultural comece in global an mtcultural education 037

Figure 3 Scatterplot of frequency of interaction with people of diverse backgrounds with overall GMS scores 145

Figure 4 Scatterplot of gender with overall GMS scores 147

Figure 5 Scatterplot of perceived comece in non-native language or culture with overall GMS scores 147

Figure 6 Scatterplot of teaching experience with overall GMS scores 148

Figure 7 Histograms of normally distributed resias n estion 3 150

Figure 8 Normal P-P plots of normal distributed resias n estion 3 150

Figure 9 Plots of standardized residuals against standardized predicted

values in estion 3 151

Figure 10 Scatterplot of frequency of interaction with people of diverse backgrounds with overall CS scores 155

Figure 11 Scatterplot of gender with overall CS scores 156

Figure 12 Scatterplot of perceived comece in non-native language or culture with overall CS scores 157

Figure 13 Scatterplot of teaching experience with overall CS scores 157

Figure 14 Histograms of normally distributed resias n estion 4 159

Figure 15 Normal P-P plots of normal distributed resias n estion 4 160

List of Figures

Figure 16 Plots of standardized residuals against standardized predicted

values in estion 4 160

Figure 17 Scatterplot of scores on the overall GMS with overall CS 64

Figure 18 Histogram of overall GMS scores 164

Figure 19 Histogram of overall CS scores

崔奇，江西科技师范大学副教授，硕士生导师，美国印第安纳州立大学课程与教学论/语言教育博士。北佐治亚大学现代与古典语言系理教授（4年），印第安纳州立大学访问学者。批全国高等师范院校外语科研学术带头人。研究领域为外语教学、跨文化交际、外语科研方与文写作，在国际学术会议上发表主题演讲10余次，发表在国际期刊上的被SSCI等数据库收录。

在国际交往不断深入、日益频繁的背景下，当代大学生要具有全面的跨文化交际能力和宽广的国际视野，积极推动人类命运共同体的建设。实这一宏伟目标，大学生的全球意识和文化智能培养是其中的关键一环。高等院校师范生作为未来的人才培育者，尤其要主动国际理解能力，从全球化的角度来认识当下和世界发展的前景，从跨文化的角度来理解多元文化的共生和包容之道。 本书首先考察了美国高等教育领域全球化教育的产生与发展历程，梳理全球化教育、全球意识、文化智能等相关术语的定义，然后结合高等院校师范教育的实际情况，提出发展师范生全球意识与文化智能的策略及方法。此外，通过全球意识量表和文化智能量表来测评师范生的文化度，找出影响师范生全球意识与文化智能的相关因素，进而提出改善全球化教育的教学方法与教学手段。