为应对迅速变化的全球教育市场，世界各地的教师和教育培训机构迫切需要一个多元文化工具，来调查目标学习者群体的学习偏好，并据此设计适应学习者需求的多元文化课程。本研究设计了学习的文化维度调查工具，对来自美国和中国的在跨文化环境中工作或学习的90名培训者和学员进行了学习偏好调查分析。调查数据显示：受访者的学习偏好受其现居国、原籍国、学习情境中的角色等多重因素的影响，在社会关系、认识论信念和时间知觉三个维度上既有相似，亦有不同。为开展文化适应性教学，教师必须具有学习的文化意识，能够设计调查工具来准确测量学习者文化；要善用调查结果，关注学习者的共性特点和偏好差异；还要保持动态的学习文化观，通过反复的数据采集和分析来发现不断变化的学生需求，实施动态的、而非一劳永逸的教学设计。%Instructors and training departments ofinternational organizations are in dire need ofa multicultural toolkit to help them keep pace with a rapidly evolving global marketplace. This study on cultural differences in learning aims to help instructors design culturally adaptive instructions using flexible and applicable models and tools. This study surveyed about 90 instructors and students (primarily in the US and China)who have worked or studied in cross-cultural environments. The results ofthe survey reveal similarities and differences between the U. S. and China in terms ofthe participants’learning preferences. Several other factors were found to influence learning preferences and perceptions,including the participants’country oforigin and their role in the learning situation (e. g. instructor or student). To implement culturally adaptive teaching,educators should raise their own awareness ofcultural factors in learning,identify learner preferences via effective survey tools,and respond to both similarities and differences in students’learning. Educators should also establish a dynamic perception oflearning,better understand students’at-titudes and differences through systematic data collection,so as to continuously improve their design ofinstructional materials.
展开▼
