Reflection and Intercultural Competence Development

L. Nardon
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引用次数: 2

Abstract

Increasing levels of cultural diversity requires a system of higher education structured to facilitate intercultural learning and develop individuals who are prepared to work in a culturally diverse environment, and can make decisions and manage people cognizant of cultural differences. Three main approaches to facilitate intercultural learning in the classroom have emerged: transfer of cultural knowledge, cultural experiences, and reflection on experience. Each of these approaches has a role to play at different stages of intercultural development. Three stages of intercultural development are proposed: (1) Monocultural stage, referring to a stage in which individuals are unaware of cultural differences; (2) Cross-cultural stage, in which individuals recognize and understand cultural differences but lack behavioral skills to deal with them; and (3) Intercultural stage, in which individuals can draw on a repertoire of behaviors to influence and shape intercultural interactions in ways that facilitate understanding and create opportunities for cooperation. Reflection on experience is proposed to be particularly useful to support the development of intercultural competence. Reflection is a thinking process focusing on examining a thought, event, or situation to make it more comprehensible and to learn from it. A four-step reflection process is proposed: (1) Describe experience; (2) Reflect on experience; (3) Learn from experience; and (4) Apply learning. Suggestions on using reflection in the classroom are proposed.
反思与跨文化能力发展
文化多样性水平的提高要求高等教育体系能够促进跨文化学习,培养能够在多元文化环境中工作、能够在认识到文化差异的情况下做出决策和管理人员的人才。促进课堂跨文化学习的三种主要方法已经出现:文化知识的转移、文化体验和对经验的反思。这些方法中的每一种都在跨文化发展的不同阶段发挥作用。跨文化发展可以分为三个阶段:(1)单一文化阶段,即个体没有意识到文化差异的阶段;(2)跨文化阶段,个体认识和理解文化差异,但缺乏处理文化差异的行为技能;(3)跨文化阶段,在这一阶段,个人可以利用一系列行为来影响和塑造跨文化互动,从而促进理解和创造合作机会。对经验的反思被认为对支持跨文化能力的发展特别有用。反思是一种思考过程,专注于检查一个想法、事件或情况,使其更容易理解并从中吸取教训。提出了一个四步反思过程:(1)描述经验;(2)反思经验;(3)从经验中学习;(4)应用学习。提出了在课堂上运用反思的建议。
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