A Comparative Study Of The International Literacy Of Primary School Teachers Across The Taiwan Strait

Under the circumstance of globalization,more and more country began to realize that the core competence is person with ability,it also tends to cultivate interdisciplinary talents with international vision and high international literacy,who are familiar with domestic and foreign knowledge and good at international communication and cooperation.Teachers are in the front line of education,and their international literacy level affects the next generation.Elementary and secondary school teachers play a bigger role in students who are in the key period of physical and mental development.Therefore,primary and secondary school teachers should be the breakthrough of international education popularization and deep cultivation.However,international education activities often focus on students,targeting on the cultivation of teachers' international literacy is deficient.People share the traditional Chinese culture in both sides of the Taiwan straits,but pay different attention to teachers' international literacy cultivation.By analyzing the status quo and influencing factors of the international literacy of primary school teachers in Taiwan and mainland China,the gap and similarity of the international literacy level of primary school teachers can be understood.In combination with the policy background of international education,the commonness and emphases of international education measures in Taiwan and mainland China can be compared.Thus,the current situation of the cultivation of the international literacy of teachers in Nanjing can be figured out,and corresponding training suggestions can be obtained.This study mainly adopts literature analysis,comparative study,questionnaire survey,interview,observation and other research methods.It takes the international literacy of primary school teachers as the entry point,investigates the current situation of Nanjing elementary teachers' international literacy and makes a comparative analysis with the existing survey data of Xinbei city,and then summarizes and speculates on the factors affecting the international literacy level of teachers.And based on this,proposed the enlightenment of improving teachers' international literacy level.Firstly,this study sorts out the relevant policy documents and corresponding project measures related to the cultivation of teachers' international literacy on both sides of the straits,and compares the similarities and differences.Then,the international literacy level of primary school teachers in Nanjing is investigated.The characteristics of effective samples are statistically analyzed by means of questionnaire survey based on gender,age and other background data.Through descriptive statistics,independent sample t-test,One-way-ANOVA,this paper analyzes the understanding and agreement of primary school teachers in Nanjing on international issues,transnational culture,personal international experience and action,active care and diversified thinking,and international education practice.Discussed whether there are significant differences in seven variables,such as age,teaching age,highest education,tenure,number of overseas trips,school size and region.Integrated the development of international education practice activities in ten primary schools investigated,summarizes and refines primary school teachers' views on the importance of international understanding and ways to improve their international literacy.Besides,this paper compares the overall level and relevant factors of the international literacy of primary school teachers in Nanjing and Xinbei from the aspects of the basic characteristics of effective samples,the cognition and attitude level of the international literacy of primary school teachers and the significant differences in the background data.According to the above,the factors affecting teachers' international literacy level are discussed through the further interview and investigation of four teachers from Nanjing and Xinbei city,and combining the results of the questionnaire survey.Finally,review the overall findings and do some reflection,some thoughts and suggestions are put forward to cultivate teachers'international literacy.