翻转课堂下跨文化敏感度培养的实证研究

An Empirical Study on Enhancing Intercultural Sensitivity in Flipped Classroom

跨文化交际能力的培养是大学英语课程的重要目标,增强跨文化敏感度是其情感层面的重要内容。为此,广西师范大学设计了翻转课堂下的跨文化教学模式——"课前平台学习+课堂小组展示讨论+课后拓展学习",并在3个非英语专业本科一年级新生班开展了为期一个学期的教学实验。利用SPSS中的独立样本T检验分析实验前后的数据,结果显示该模式能较好地提高跨文化敏感度的总体水平。具体而言,差异认同感、交际参与度的增长达到了显著性水平,但是交际信心和交际专注度水平较低且增长缓慢,而交际愉悦感出现了下降。总体交际能力的不足可能是导致出现这些特点的原因。因此,应该从课内和课外教学的各环节加强认知、情感、行为方面的训练。

College English teaching aims to improve students＇ intercultural communication competence （ICC） and enhance intercultural sensitivity on an emotional level. Therefore, Guangxi Normal University intends to enhance intercultural sensitivity by integrating a flipped classroom mode into English teaching, named ＂pre--class online learning ＋ while--class group discussion ＋ after--class further learning＂. The experiment was conducted to 3 non- English major freshman classes for one semester. Data were processed by Independent--samples T test of SPSS before and after the experiment. The results showed that this mode could improve the overall intercultural sensitivity level. Specifically, improvement in ＂respect for cultural differences＂ and ＂interaction engagement＂ achieved significance, while ＂interaction confidence＂ and ＂interaction attentiveness＂ were at a relatively low level and grew quite slowly. Meanwhile, there was a slight drop for ＂interaction enjoyment＂. These results might arise from the deficiency in overall intercultural communication competence. Thus, training in cognition, affection and behavior should be strengthened through all stages of teaching inside and outside the classroom.