从“离土”到“在地”:中加姊妹校跨文化互惠学习的实践探索

From “Grounding off” to “Grounding on”: The Practical Exploration on Cross-Cultural Reciprocal Learning in China-Canada Sister Schools

探索一条适合普通中小学校能够参与的、成本较低且能深度互惠的跨文化交流路径,是当前我国基础教育国际化发展的一个可取方向。2013年,我们参与了一项中国-加拿大合作开展的跨文化互惠学习项目,探讨的正是这一问题。本文便以此为个案研究对象,以叙事探究为基本方法,以互惠学习理论和共生理论为思考框架,探索了"闵竹—森瑞"姊妹校跨文化交流的方式、内容以及基本经验。研究发现这对姊妹校经过6年的跨文化互惠交流,逐步实现了"在地化"互惠学习的愿景,在现代信息技术支持下,时空和语言等因素并不构成跨文化互惠学习的根本障碍,而交流主体的真诚态度、友谊以及恰当的交流策略等,才是促成跨文化互惠学习的关键因素。互惠学习的真正达成体现在参与主体跨文化身份的建构与跨文化素养的提升。

To explore a cross-cultural exchanging approach with low cost, which involves ordinary primary and middle school, and can achieve communication on depth, is an advisable way for the international development of domestic basic education. In 2003, we participated in a China-Canada Cooperative across-cultural reciprocal learning project, which aims to respond to the question above. We take the project as a research object and apply narrative inquiry as to our basic research method. Meanwhile, we take reciprocal learning theory and symbiotic theory as our framework, to explore the methods, content, and basic experience of sister schools’ cross-cultural communication. It is found that the sister schools have gradually realized the vision of "Grounding on" reciprocal learning after 6 years of intercultural reciprocal exchange. With the support of modern information technology, instead of the barriers of time, space, and language, the sincere attitude, friendship and appropriate communication strategy of the exchange subjects are the essential issues. The true achievement of reciprocal learning is embodied in the construction of cross-cultural identity and the promotion of cross-cultural competence of participating subjects.