The Construction Of Evaluation The Index System Of Cross-Cultural Teaching Literacy Of English Teachers In Primary And Secondary Schools

The rapid development of science and technology has accelerated the process of globalization.The State Council published the "Outline of the National Medium and Long-term Education Reform and Development Plan(2010-2020)",which mentioned that "it is necessary to strengthen education for international understanding,promote cross-cultural exchanges,and cultivate students with an international perspective.Cross-cultural talents are able to improve the humanistic quality of citizens and the soft power of national culture.” English is a language subject.But the final goal of learning English is not only to get language knowledge,but the most important is to make students understand the history and customs.It can improve the students’ cross-cultural communication abilities.And then students can also talk with foreign people.Build up a good relationship with people from different cultural background.The "General High School English Curriculum Standard" and "Compulsory Education English Curriculum Standard" both think highly of “cultural awareness”,and regard it as one of the key abilities in English.The "Curriculum Standards" holds that cultural awareness not only thinks highly of students’ understanding between Chinese and foreign cultural phenomena,but also emphasizes students’ cross-cultural cognition,attitude and behavioral in the context of globalization.Teachers are a necessary condition for creating outstanding talents.The professional ability and professional development of English teachers are undoubtedly the key to the implementation of the core literacy of English subjects and the task of subject teaching.The first hurdle of teaching efficiency and achieving the goal of curriculum reform is essentially the improvement of English teachers’ cross-cultural teaching literacy.Based on this,the research topic in this study is the cross-cultural teaching literacy of English teachers.Constructing the index system for English teachers in primary and secondary schools is the main research content.Bloom’s taxonomy of educational objectives and Bynam’s theory of cross-cultural communication evaluation model as theoretical basis,combined with Delphi method and interview method,determine the cross-cultural teaching literacy evaluation system for English teachers in primary and secondary schools,and then use the analytic hierarchy process to determine The weight coefficients of the indicators of cross-cultural literacy of English teachers in primary and secondary schools were analyzed by using self-made questionnaires.Specifically,this study includes the following:The first part is the introduction.It mainly discusses the proposition,research significance,research questions and content,literature review,research design and theoretical basis.Through sorting out the relevant studies in intercultural teaching literacy,it can help us focus on the research issues.The second part,the meaning and features of cross-cultural teaching literacy of English teachers in primary and secondary schools.Key words were core concepts in this study,such as "cross-cultural literacy" and "cross-cultural teaching" were determined and discussed,and the connotation of "intercultural teaching literacy of English teachers in primary and secondary schools" was finally determined.with characteristics.The third part,the main content in this part is to construct the index system of cross-cultural teaching literacy of English teachers in primary and secondary schools.Based on the theoretical basis,domestic and foreign policy documents and existing research results,a preliminary evaluation index system for the cross-cultural teaching literacy of English teachers in primary and secondary schools has been constructed.The index system consists of three first-level indicators,nine second-level indicators and twenty-six third-level indicators.The fourth part is the revision and establishment of the evaluation index system of cross-cultural teaching literacy of English teachers in primary and secondary schools.The Delphi method was used to sort out and analyze the data collected by the two rounds of expert consultation through SPSS,EXCEL and other software,and the boundary value screening method was used to screen the indicators at all levels.According to expert’s suggestions,to revise the uncertain indexes.Finally,three first-level indicators,eight second-level indicators,and twenty-five third-level indicators of the cross-cultural teaching literacy evaluation index system for English teachers in primary and secondary schools are established.The fifth part,the application of the evaluation index system of cross-cultural teaching literacy of English teachers in primary and secondary schools.Through self-made questionnaires,English teachers who works in primary and secondary schools are surveyed to clarify the current cross-cultural teaching literacy level of English teachers in primary and secondary schools.Through the SPSS23.0 statistical software to make an analysis with the collected data,it is found that the Cronbach’s alpha coefficient of the self-made questionnaire is 0.964.According to the data analysis results,the overall level of cross-cultural teaching literacy of English teachers in primary and secondary schools is above average,and the score in the dimension of cross-cultural teaching awareness is relatively low.Finally,although this research analyzes the connotation and characteristics of the cross-cultural teaching literacy of English teachers in primary and secondary schools,and constructs and determines the evaluation index system for the cross-cultural teaching literacy of English teachers in primary and secondary schools with a weight coefficient value,it enriches to a certain extent.Research on "Cross-cultural Teaching Literacy".However,there are still some limitations in this study.In the future,we can conduct more in-depth research on this topic from multiple perspectives and methods.