人类命运共同体理念下的国际理解教育:历程、经验与启示——以日本、美国、澳大利亚为例

Process, experience and inspiration of education for international understanding under the philosophy of community of common destiny for all mankind:a case study of Japan, the U.S. and Australia

以国际理解教育发展历史悠久的日本、美国、澳大利亚作为研究对象,回顾了国际理解教育的实践历程,从理念、制度、内容和评价四个方面探讨日、美、澳的国际理解教育实践经验:国际理解教育理念下营造多元化校园文化、国家政策推动外语教育和国际理解教育的融合、融入多元化的课程目标和课程体系、正确评价和消解国际理解教育民族主义思想。提出对我国国际理解教育发展的启示:创造“区域链资源共享平台+互联网+国际理解教育”的新生态理念;明确国际理解教育的新时代目标导向;搭建中小学国际理解教育本土化“金课”内容框架;探索全方位、多元化的国际理解教育评价体系。

This article takes Japan, the United States and Australia which have a long history of Education for International Understanding as the research objects, which reviews the practical history of Education for International Understanding and discusses the practical experience of education for international understanding in Japan, the United States and Australia from the aspects of idea, system, content and evaluation: creating a diversified campus culture, promoting the integration of foreign language education and international understanding education, integrating diversified curriculum objectives and curriculum systems, assessing and eliminating the narrowness of nationalistic thoughts. The article proposes that our country′s Education for International Understanding should cultivate a new ecological concept of "Regional Chain Resource Sharing Platform+Internet+Education for International Understanding", clearly define the goal orientation of Education for International Understanding, construct a "Golden Course" content framework for the localization of Education for International Understanding in primary and secondary schools, explore an omnidirectional and diversified international understanding of the educational evaluation system.