【摘要】 跨文化教育与多元文化教育相比更具有积极意义,其旨在超越文化群体间的被动共处,更多关注多种文化之间的相互作用和动态交流。虽然跨文化教育的目标包含了与文化他者的理解沟通和人的全面发展,但文化间性仍是其教育理念的主要依据。面对全球化时代的文化构成和文化关系具有超文化性特点的现实语境,有必要在跨文化教育中加强学习者的文化主体性和创造性,培养其超越文化模式和疆界的限制、获得与文化他者的良性互动、汲取整合各种文化资源的超文化能力。从认知、交际、伦理、认同、创造等方面探讨超文化能力的发展路径,意在对此"超越"维度提出较为系统的理论建构。更多还原

【Abstract】 Intercultural education is positive as compared to the multicultural education in that it aims to transcend the passive coexistence of cultural communities and focus more on their interaction and dynamic communication. While the goals of cross-cultural education involve the understanding of and communication with the cultural others as well as the overall development of human beings, interculturality is still the fundamental rationale of its educational ideas. Against the background where the cultural composition and the cultural relationship bear the characteristic of hyper-culture in the age of globalization, it is necessary to enhance the cultural subjectivity and creativity of learners in the intercultural education in order to foster their hyper-cultural ability of transcending the limits of cultural patterns and borders, obtaining the benign interaction with cultural others, and integrating various cultural resources. As regards this transcendental dimension of inter-culture education, a systematic theoretical construction is attempted herein related to the developmental paths of hyper-cultural ability involves such aspects as cognition, communication, ethics, identity and creativity.更多还原