跨文化情境下来华留学生微观经济学课程思政教学创新——基于文化回应性教学的课程设计

Teaching Innovation in Curriculum-Based Ideological and Political Education in the Microeconomics Course for International Students in China in a Cross-Cultural Context—A Course Design Based on Culturally Responsive Teaching

摘要: 微观经济学课程对来华留学生所作的思政教学要处理共同专业要求同多元文化背景的关系。此处以萍乡学院全英文授课的来华留学生为对象，就教学目标未能很好衔接学情、思政内容与专业知识配合不够、课堂参与缺乏保障或评价基础不明诸项困难加以分析，继而采用文化回应性教学思路，从总体设计、教学内容、方法运用及考核角度分别提出改进的可能方案。课程围绕消费者、企业与市场三者的行为展开，把中国现实及学生熟悉的例子带入有关供求、消费习惯、生产要素、市场构造或市场失灵的思考中，又用讲解、比较、观察乃至作业修改把知识和价值判断结合起来。文中所提评价标准是专业解释、比较分析以及条件分析三者的结合，因而能将消费理性、竞争公平和公共责任归入可观察的学习成果。所设计的方案对跨文化语境下的微观经济学思政有实际参考意义，其可行性及成效应由今后课堂的实证研究加以确认。

Abstract: Teaching ideological and political education within microeconomics courses for international students in China requires connecting shared disciplinary goals with diverse cultural experiences. Drawing on the English-medium teaching context at Pingxiang University, this paper examines challenges in aligning learning goals with students’ backgrounds, connecting educational themes with disciplinary knowledge, supporting classroom participation, and assessing learning. Guided by culturally responsive teaching, it proposes improvements in overall course design, teaching content, instructional methods, and assessment. Chinese economic practices and students’ familiar experiences are incorporated into tasks on supply and demand, consumer choice, production and costs, market structures, and market failure. The design combines theoretical instruction, comparative case analysis, observations beyond the classroom, and assignment revision. A proposed rubric addresses disciplinary explanation, comparative analysis, and contextual analysis, connecting rational consumption, fair competition, and public responsibility with observable learning tasks. The paper offers a course design for further implementation and evaluation; its feasibility and educational outcomes have yet to be established through classroom research.