Study On Cultivation Of Global Competence In K-12 Education In The United States

Global competence is the ability to have a good command of global knowledge,to understand the world beyond the surrounding environment,to communicate and coexist with people from other countries and of different cultural backgrounds,and to actively participate in global affairs and international competition.Since the 1940 s,the federal government of the United States,under the guidance of educational policies and in the support of funding systems,has promoted the cultivation of every students' global competence by international resources and cross-cultural cooperation.A series of relevant researches,experiments and explorations have been carried out with solid support from all walks of life,which has now gained remarkable experience.Nowadays,China's demands for internationalized talents with global awareness,solid professional knowledge and intercultural communicative skills have been increasing greatly.However,with the upsurge of younger-age students studying abroad,negative news often comes back into China.Therefore,cultivating global competence and enabling teenagers to have more diversified ways of thinking as well as key competences are urgently necessary and focused in the field of education.The study takes the cultivation of global competence in K-12 education in the United States as the main research subject.The first chapter is the introduction,which summarizes the research origins,key concepts,research contents and research methods.The second chapter analyses the theoretical basis and policy development of global competence training of American K-12 education.The third chapter explores the objectives of the cultivating global competence in K-12 education in the United States.The fourth chapter,from three dimensions: curriculum,teaching contents and teaching methods,discusses the practice of fostering global competence in American K-12 education.The fifth chapter explores multi-cooperation mechanisms from stakeholders in cultivating global competence in K-12 education in the United States,and analyses the significance of cooperation among schools,the society,the state government,and the federal government.The sixth chapter analyses the characteristics and lessons of the global competence cultivation in K-12 education inthe United States,and then provides reference for our country to foster global competence.The study focuses on the following five research aspects.Firstly,what is the specific connotation of global competence? What are the relevant theories of the cultivation of global competence in K-12 education in the United States? What is the policy development of fostering global competence in the United States? Secondly,what are the specific objectives the United States have for the cultivation of global competence in K-12 education in terms of knowledge,skills and attitudes? Thirdly,what are the characteristics of the curriculum of K-12 education in the United States in fostering global competence? What teaching methods do American K-12 education adopt to cultivate students' global competence? Fourthly,what role does American schools,society and government play in fostering students' global competence?Fifthly,what lessons can our country learn from the practice of fostering global competence in K-12 education in the United States?The study finds that the cultivation of global competence in K-12 education in the United States focuses on the practice,taking knowledge and skills into consideration.Besides it emphasizes the integration of interdisciplinary curricula,and relies on multi-cooperation mechanisms from stakeholders.Based on this study,in order to provide reference for our country to cultivate global competence,it is suggested that the policies and measures for the cultivation of global competence should be further improved,the curriculum and teaching framework should be scientifically designed and efficiently implemented,the multi-cooperation mechanisms for social participation should be formed,and the professional development of teachers should be promoted with more efforts.