全球胜任力在中国学校的新内涵及其实践

What is Global Competence and What Might It Look Like in Chinese Schools

全球胜任力是全球化时代每个人的必备素养,但中国学校如何理解这一概念,如何实践全球胜任力的培养,尚未可知。研究者在中国四个城市开展行动研究,通过深度访谈、设计活动、课堂观察、分析学生作业和学习成果、参与式的编码,详细记录了中外教师对全球胜任力教育的意义解读以及实践。在中国本土语境下,全球胜任力的内涵应该被重新界定为:在自我修炼的同时,努力改善世界。全球胜任力被视为终身的、通过与世界的日常交往来塑造一个有道德的人的过程,即“做人”的过程。培养全球胜任力涉及挖掘学生在知识和道德两方面的潜能,需要在长期形成的文化偏好中不断滋养。全球胜任力在中国课堂实践中表现出丰富的样态,既通过以物喻人的案例引导学生理解美德与世界的关系,又鼓励学生直接写下自己的想法并勇敢与人交流,引导学生学会在差异中倾听与沟通。中国背景下的全球胜任力教育蕴含着丰富的机遇,不仅强调合作沟通、自我表达、创造力、批判性思维等能力,帮助年轻人为适应东西文化交融的多极世界做准备;同时强调道德、社会、非认知学习目标和其他相关美德,这丰富了全球胜任力在不同文化背景下的理解。

What exactly does it mean to be globally competent in a Chinese context in the early21st century? In this article, the culturally hybrid view of global competence we propose is informed by a longitudinal record of participating Chinese and foreign teachers’ ideas about global competence education, its meaning, significance, practice and demands, including indepth interviews, targeted performance tasks, classroom observations, analysis of student work and participatory coding exercises whereby teachers were invited to "code" iterative emerging reconceptualization of global competence for clarity and cultural familiarity. Through the analysis, we redefine the meaning of "global competence" in the Chinese context: a cultivation of self and search to understand and improve the world. It highlights the development of four "virtues" :(a) dedicating oneself to understanding the world within and beyond one’s immediate environments,(b) seeking to understand perspectives and relate to others harmoniously,(c)communicating across difference interacting mindfully, and(d) taking action with others harmoniously to help build better societies. Global competence is here viewed as a life-long process of the making of a moral person "zuo ren" through daily interactions with the world.This research stands, humbly, as invitation to advance nuanced and adaptive visions of global competence.