课程思政视域下高校跨文化交际能力培养的理论耦合、现实困境与体系建构

Theoretical Integration, Practical Challenges, and System Construction for Cultivating Cross-Cultural Communication Skills in Higher Education Institutions from the Perspective of Ideological and Political Education in Curriculum Design

摘要: 为破解高校跨文化教学重语言技能、轻价值塑造、重外来文化输入、轻本土文化输出的结构性问题，文章立足于课程思政育人视域，系统阐释课程思政与大学生跨文化交际能力培养的内在理论耦合机制，同时结合西方跨文化交际理论中的文化身份、文化冲击、批判性文化意识核心概念展开双向理论对话，辨析二者融合过程中存在的理论张力，探索价值引领与学术开放双向平衡路径。结合当前高校外语教学实践现状，依托面向天津区域多所本科高校外语专业发放调查问卷、开展学生跨文化能力前后测对比、选取典型院校跨文化交际课程开展课堂案例观测所得一手实证数据，深度剖析跨文化能力培养过程中存在的价值引领缺位、文化认知失衡、教学模式固化、育人体系碎片化、评价机制单一化等现实困境。在此基础上，从价值引领、内容重构、模式创新、实践拓展、评价赋能五个维度，构建“思政铸魂、文化赋能、实践落地、闭环育人”的跨文化交际能力培养体系，文中选取礼仪社交与人情往来差异单元作为落地案例，完整展示该五维体系下课程内容重构、课堂活动设计、全过程评价落地的完整实施流程，具象化呈现理论框架实操路径；其中“赋能”特指依托评价、数字化、实践资源为学生文化思辨与传播能力提供长效支撑，“闭环”指教学、实践、评价、教学优化循环迭代的完整育人链条。研究旨在实现跨文化语言教学与思政育人的深度融合，助力高校培育兼具国际视野、家国情怀、文化自信与跨文化思辨能力的新时代复合型国际化人才，高校外语课程思政的创新性发展提供理论支撑与实践指导，后续可依托调研样本院校开展体系落地试点，通过对比实验组与对照组学生跨文化素养得分完成体系应用效果量化评估，进一步验证本框架实践有效性。

Abstract: This study further engages with Western intercultural communication theories concerning cultural identity, culture shock and critical cultural awareness to mediate theoretical tensions between two paradigms, and explores balanced approaches to coordinate value guidance and open academic inquiry. To address structural issues in cross-cultural teaching—such as overemphasis on linguistic skills at the expense of value cultivation, and prioritization of foreign cultural input over local cultural dissemination—the paper examines the theoretical mechanisms linking course-based ideological education with the development of students’ cross-cultural communication abilities from this perspective. Based on current practices in university foreign language teaching, it analyzes practical challenges including inadequate value guidance, cultural perception imbalances, rigid instructional models, fragmented educational frameworks, and simplistic evaluation systems. Building upon these insights, the study proposes a comprehensive framework for cultivating cross-cultural competence through five dimensions: value orientation, content restructuring, innovative pedagogy, practical application, and evaluative empowerment—a system characterized by “ideological foundation, cultural enrichment, practical implementation, and closed-loop education.” This paper takes the teaching unit of etiquette, social interaction and interpersonal cultural differences as a concrete case to demonstrate curriculum restructuring, activity design and evaluation implementation under the five-dimensional system; “empowerment” refers to sustained support for students’ cultural critical thinking and cross-cultural communication via evaluation, digital resources and practical platforms, while “closed-loop education” denotes an iterative cycle of instruction, practice, assessment and curriculum optimization. This research aims to achieve deep integration between cross-cultural language teaching and ideological education, enabling universities to nurture versatile international talents with global vision, patriotic commitment, cultural confidence, and cross-cultural critical thinking capabilities, while providing theoretical support and practical guidance for the innovative development of course-based ideological education in foreign language programs. Subsequent pilot implementation among sampled universities and quantitative comparison of intercultural literacy between experimental and control groups will be adopted to assess the practical effects of the proposed system.