高职院校教师国际素养的构成要素、发展水平和提升策略——基于全国31所高职院校的实证研究

The Constituent Factors,Development Level and Improvement Strategies of Global Competence of Teachers from Polytechnics--An Empirical Study in 31 Polytechnics

国际素养是教师专业素养的重要组成部分,是教师有效参与国际化活动、从事国际化教学、开展国际化学术交流的重要基础。实证研究发现,高职院校教师国际素养由“知识”“能力”“态度”3个维度和“国际通识性知识”等7个因子构成;高职院校教师国际素养总体状况尚可,男性教师在“知识”维度及“能力”维度的“服务国际企业能力”因子得分高于女性教师,教学岗位教师国际素养的知识、能力得分高于教学兼管理岗位教师,东部、中部、东北地区教师得分高于西部地区,“双高计划”建设院校教师对待国际化的态度更加积极。政府、院校、教师等主体可以通过探索建立国际素养的培养体系、探索依托实践项目的国际素养培养模式、积极参与项目实践等多种途径,促进教师国际素养发展。

Global competence is a crucial component of teachers'professional competence,serving as an essential foundation for teachers to effectively engage in international activities,conduct internationalized teaching,and participate in global academic exchanges.Empirical research reveals that the global competence of vocational college teachers consists of three dimensions,including"knowledge","ability",and"attitude",and seven factors,such as"general international knowledge".The overall state of global competence among Polytechnic teachers is moderate.Male teachers score higher than female teachers in the"knowledge"dimension and in the"ability to serve international enterprises"factor within the"ability"dimension.Teachers in teaching positions score higher in"knowledge"and"ability"than those in teaching and management roles.Teachers in the eastern,central,and northeastern regions score higher than those in the western regions.Additionally,teachers at institutions involved in the"Double High Plan"show a more positive attitude toward internationalization.To enhance the development of global competence among teachers,stakeholders such as the government,colleges,and teachers themselves can explore the establishment of global competence training systems,develop training models based on practical projects,and actively participate in project practices.