中国：研究不足的活动纽带

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2022-11-28 DOI:10.1177/14752409221140627

Simon Probert

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引用次数: 2

摘要

近年来，中国的国际学校市场发生了重大变化，从主要为外籍人士子女提供教育转向为中国公民提供教育。本文将探讨这些学校在编制国际课程方面面临的问题，尤其是在这些学校经常涉及的利益相关者的复杂网络方面，以及遵守当地课程标准的必要性方面。通过考察“全球”的概念，以及跨文化交际能力作为弥合本地和全球课程主题之间差距的一种手段，本文将考虑如何减少这些问题对课程规划的影响，提出一种前进的模式，并认为这些学校代表了中国国际教育发展的新范式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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China: The Under-Researched Nexus of Activity

In recent years there has been a significant shift in the international school market in China, from educating predominantly the children of expatriates to educating Chinese nationals. This article will examine the problems such schools face in terms of putting together an international curriculum, not least in terms of the complex web of stakeholders often involved in such schools, and also the need to comply with local curriculum standards. Examining the notion of the ‘glocal’, and intercultural communicative competence as a means of bridging the divide between local and global curriculum themes, this article will consider ways of reducing the impact of these issues on curriculum planning, proposing a model moving forward, and arguing that these schools represent a new paradigm in the evolution of international education in China.

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.