A Research On The Cultivation Of Cross-cultural Quality Of English Teachers From Middle Schools Under The Background Of Education Internationalization

In twenty-first Century,the development of education increasingly rely on the close relations between countries and regions,basic education,open circulation,interaction,communication becomes increasingly frequent,to promote the internationalization of basic education has become an important measure of China's education modernization and modernization.The "national long-term education reform and development plan(2010-2020)" clearly stated,"to further expand the opening of education as an important measure to optimize educational resources and cultivate talents with international competitiveness,vigorously promote the reform and development of education to improve the educational level of internationalization in the China."The research will take five representative internationalization schoolsin compulsory education in Wuhou Distric,Chengdu city as the case study: Chengdu NO.16 Middle School,Chengdu No.43 Middle School,Wuhou Senior Middle school in Chengdu,Zongbei Middle School in Chengdu,Northwest Middle School in Chengdu(which are coded as A?B? C? D and E middle school).After conducting field research,data collecting on classroom teaching,daily education management,extracurricular activities guidance,international travel journal and other school teachers' cross-cultural quality record,teaching log,teachers' interviews,and management of international researches at all levels,field investigation,questionnaire,interview,case analysis and other research methods of domestic and international comparison,it is found that although there are certain characteristics of the development of Chengdu teachers' cross-cultural quality,but there are still some gaps compared with the first international and domestic developed cities.This paper is divided into six chapters.The first chapter is the introduction,which mainly expounds the reasons and values of the issue,and points out the research ideas and methods.In the second chapter,through the literature review,the author sums up the following dimensions of intercultural literacy of middle school English teachers:bilingual language literacy,cross-cultural knowledge literacy,and cross-cultural communicative competence.Then,by analyzing the data collected from the questionnaire,this paper analyzes the present situation of the teachers' cross-cultural quality in the five case schools.The third chapter,according to the status-qua analysis on English teachers' cross-cultural quality of the five case schools,the paper will further explore the cross-cultural quality cultivation plight of English teachers in case school from the aspects of school differences,organizational structure,management style,campus culture and curriculum implementation,teacher training and evaluation mechanisms.In the fourth chapter,the author makes an overall discussion on the causes of the dilemma from the following six aspects: policy promotion,organizational structure,management style,campus culture and curriculum system,teacher training and evaluation mechanism.In the fifth chapter,through international comparison on bilingual teachers' cross-cultural quality training among the United States,Singapore,Japan,and four kinds of characteristic training modes of middle school English teachers,the writer will find out the reference factors.In the sixth chapter,according to the connotation of professional cross-cultural quality training(bilingual language literacy,cross-cultural knowledge and cross-cultural communicative competence)and professional environment,the paper will construct middle school English teachers' cross-cultural quality cultivation model,with the goal of educating people and the buttressing of the professional development of teachers,in the process of five systems(cross cultural literacy input system,process system,control system,support system and output system)development mechanism in the five levels(the organization structure and management style,campus culture and curriculum system,teacher training and evaluation mechanism).