MOOCs跨文化学习需求层次论:文化身份的多元重构

Hierarchy of MOOCs Intercultural Learning Needs:Multivariate Refactoring of Cultural Identity

在以重塑全球化为目标之一的开放3.0时代,MOOCs为学习者提供了全球化的多元交流与学习平台。跨文化学习是MOOCs学习的主要形态。MOOCs跨文化学习需求层次体系是在对英国MOOCs平台Future Learn近两年的观察、调查与研究的基础上构建的,其实质是学习者文化身份多元重构的过程。这一需求层次体系主要表现为安全的需求(文化身份受到冲击)、归属的情感需求(个体身份形成)、参与交流并获得尊重的需求(群体身份形成)以及自我实现的需求(个体身份与群体身份协同,完成多元重构)。对于学习者而言,MOOCs跨文化学习不是文化移民,而是在坚持原有文化基础上对其他文化的多元化审视与理解包容;只有坚定母语文化,才能更好地进行跨文化学习与交流。MOOCs课程需要加强多元化设计,帮助学习者更快、更好地完成文化身份的多元重构,提高跨文化学习绩效。

In the open3.0era which aims to reshape globalization,MOOCs provides learners with the globalized multiple exchanges and learning platform.Intercultural learning is becoming the main form of MOOCs learning.The hierarchy of MOOCs intercultural learning needs is established based on the observation,investigation and research in the platform Futurelearn.Its essence is the multivariate refactoring of learners’cultural identity.The hierarchy and the cultural identity multivariate refactoring both include four aspects:the need for safety(impact on cultural identity),the need for belonging(personal cultural identity),the need for participation(group cultural identity)and the self-actualization(collaborative development of personal and group identities).For learners,they are not cultural immigrants,but they should insist their original culture and then be able to view and understand the diversity of other cultures.The strong confidence on native culture can help learners make better on intercultural learning.For the course providers,multiple designing is essential which can help learners to achieve multivariate refactoring of cultural identity rapidly and improve the performance of intercultural learning.