全球化背景下教师国际思维发展的意蕴、困境与路径——基于IB课程教师的考察

The Meaning,Dilemmas and Ways of Teachers' International Mindedness in the Context of Globalization: Based on the Study of IB Teachers

教育全球化呼唤具有国际思维的教师,以国际文凭课程教师为例,分析教师国际思维的培养,有其典型性。国际文凭课程的顺利开展要求发展教师的国际思维,国际文凭组织将国际思维视为包括全球参与、多种语言和跨文化理解在内的概念。但国际文凭课程教师国际思维的发展面临实践层面的困境,包括指导性方案与针对性培训的缺失,外部评价与升学压力的限制,并陷入了"国际性"与"西方化"的争论。面对实践层面的困境,第二语言与母语的结合,注重混合学习与共同体建设,以及发展教师的自我反思能力等作为国际文凭课程教师国际思维发展的内在路径发挥了"推力"的作用。此外,教师国际思维的发展仍需进一步完善指导方案及评价与监督机制,并增进教师专业发展内容的针对性与适切性。

Globalization of education calls for teachers with international mindedness.It is typical to take the International Baccalaureate teachers as an example to analyze the cultivation of teachers'international mindedness.International Baccalaureate puts much emphasis on teachers'international mindedness,and sees international mindedness as a concept that includes global engagement,multilingualism and intercultural understanding.But the development of IB teachers'international mindedness is faced with practical dilemmas,such as the lack of guidance programs and targeted training,the pressure of external evaluation and further study,and the problem of"international"and"Western"debate.The development of IB teachers'international mindedness emphasizes the combination of second language and mother tongue in the teaching process,focus on mixed learning and community building,and encourages teachers'self-reflection.Besides,the guidance program,evaluation mechanism and teacher professional development platforms should be further developed to better promote the cultivation of teachers'international mindedness.