跨文化中国叙事能力培养中的教师素养研究

A Study on Teachers’ Qualities in the Cultivation of Intercultural Chinese Narrative Competence

摘要: “讲好中国故事、传播好中国声音”已成为外语教育的核心议题。大学外语教学当前亟待解决的关键问题，是如何培养学生面向异质受众的跨文化中国叙事能力。本文聚焦外语教师专业发展。理论框架以PCK模型为基础，同时引入Deardorff的过程模型来补充价值与认知层面，再结合Labov的叙事分析理论，加强实践指导部分的论证力度。传统PCK模型存在明显局限。本文在此基础上，构建了涵盖价值认知、知识结构、实践评价三个维度的教师素养框架。“具备–示范–指导”这一动态转化机制，也在文中得到说明。这一框架对教师提出了双重要求——知识基础需要更新，专业角色同样需要重新定位。这一框架能为两类实践提供参考：一是高校英语教师推进跨学科发展，二是“用外语讲中国故事”类课程的设计与实施。

Abstract: “Telling China’s stories well and making its voice heard” has become a core agenda in foreign language education. The most pressing question facing college English teaching today is how to cultivate students’ ability to narrate China across cultures, for audiences whose backgrounds differ from their own. This paper focuses on the professional development of foreign language teachers. Its theoretical framework takes the Pedagogical Content Knowledge (PCK) model as a starting point, brings in Deardorff’s process model to address the value and cognitive dimension, and then draws on Labov’s narrative analysis to sharpen the practical, instructional side of the argument. The traditional PCK model has clear limitations. Building on this, the paper proposes a multidimensional framework of teacher competence, spanning value and cognition, knowledge structure, and practice and evaluation. The “possession-demonstration-guidance” mechanism of dynamic transformation is also explained along the way. This new framework asks two things of college English teachers-that they update what they know, and that they rethink who they are as professionals. This framework speaks to two kinds of practice: it gives university foreign language teachers a theoretical basis for pursuing interdisciplinary growth, and it offers the same kind of grounding for designing and running courses built around “Telling China’s Stories in English”.