Research On The Impact Of The Implementation Of Internationalized Curriculum On The Global Competence Of Undergraduates

In order to conform to the trend of globalization and the internal logic of higher education development,countries all over the world pay more and more attention to the cultivation of international talents.A series of policy issued by the Chinese government also call for accelerating the cultivation of high-level international talents with a global vision.At present,many universities,especially research universities,regard internationalization of students as the goal of talent training and actively promote the internationalization process of higher education.Among them,internationalized curriculum,the core content of higher education internationalization,has been paid more and more attention,and has become the main educational practices for training international talents in our country.Based on the policy background and practical needs,this study focuses on the implementation of internationalized curriculum and the development level of undergraduates’ "global competence",takes global competence as the entry point to test the implementation effect of internationalized curriculum.This study selects 8internationalized curriculum offered by H University in China for all undergraduates,takes undergraduates who study one of the curriculum as research objects.Then researcher distributed and collected 254 questionnaires,and conducted semi-structured interviews with 22 undergraduates.They discussed the impact mechanism of the implementation of internationalization courses on the global competence of undergraduates.This study aims to provide guidance and suggestions for the construction and implementation of internationalization courses in Chinese universities,so as to more effectively promote the development of global competence of undergraduates.On the one hand,it analyzes the implementation of internationalized curriculum and the global competence of undergraduate students in order to understand the basic status quo of the two aspects.On the other hand,by taking the global competence of undergraduates as the dependent variable and the background of students and the implementation of internationalized curriculum as the independent variable,this paper explores the key factors affecting the global competence of undergraduates,namely the key factors of student background and the implementation of internationalized curriculum,through the difference test,correlation and regression analysis.To explore the internal mechanism that affects the global competence of undergraduate students.The results show that(1)In the implementation process of internationalized curriculum,teachers’ overall performance of curriculum teaching is good,and undergraduates’ learning engagement shows a state of high level of emotional involvement but low level of behavioral involvement.(2)The overall level of global competence of undergraduates is good,but the development of all dimensions is unbalanced.The attitude and value level is the highest,the cognitive level is the second,and the skill level is the weakest.The specific indicators of the cognitive dimension of global competence have shortcomings.(3)In the implementation of internationalized curriculum,emotional involvement in learning is a significant factor affecting the development of global competence.The two aspects of teachers’ curriculum and teaching and students’ learning involvement in the implementation of internationalized curriculum affect the development of undergraduates’ global competence to varying degrees.Teachers’ international perspective,direct teaching behavior,international teaching content,teacher-student interaction behavior,students’ learning motivation,autonomous learning behavior,and thematic thesis writing behavior all affect the development of students’ global competence.(4)Some individual background factors affect the global competence level of undergraduates.There are differences in global competence among students with different majors,grades,home locations,parents’ education level,English level and overseas experience.Students’ major,gender,English level,overseas experience and participation in international activities can predict some dimensions of undergraduate global competence.On the basis of the above research,our suggestions followed are:(1)Universities and colleges should enrich international resources and set up international courses with various international themes;Provide opportunities for students to participate in international activities inside and outside the school;Attach importance to the internationalization of teachers and promote the course internationalization with the internationalization of teachers.(2)Teacher should expand the international perspective,improve the international teaching ability,design the course teaching content,activities and tasks according to the students’ situation,curriculum objectives and themes;(3)Students should establish international awareness,improve independent learning ability,enrich their own international experience,attach importance to the improvement of global skills,and take the initiative to participate in class.