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21世纪国际教育的挑战:跨文化身份的可协商性 被引量:4

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摘要 "跨文化理解"是当代国际教育的重要理念。它提倡人们对不同价值观念的欣赏、包容与反思,并强调人们之间相互理解、尊重和关爱。从社会参与性学习的观点出发,文化的学习在本质上是一种社会现象,是人们在沟通中对自我身份的不断反思与超越。本文参照温格的身份建构理论,对具体案例展开分析。核心问题是:如何促进学校参与者的沟通与交流?如何提高跨文化身份的可协商性?
作者 王熙
出处 《全球教育展望》 CSSCI 北大核心 2009年第12期45-49,54,共6页 Global Education
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同被引文献40

  • 1吕幼夫.关于学校内涵发展的思考[J].教育发展研究,2005,25(3):83-84. 被引量:4
  • 2陈昌贵.高等学校内涵发展的四大策略[J].教育发展研究,2006,26(13):11-13. 被引量:33
  • 3李红霞.学校文化与价值意识建构[J].东北师大学报(哲学社会科学版),2006(6):180-183. 被引量:17
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