Research On Exchange Normal Students' Learning Quality In Cross-cultural Environment

With the development of globalization,the exchange and integration between cultures have gradually increased,and the emphasis on cross-cultural education and learning has also increased.The UNESCO's report--Intercultural Competence: Concepts and Operational Framework mentions that cross-cultural communication can help the subject in a variety of cultural contexts clearly know their strengths and limitations break through their boundaries,rich resources of spiritual and intellectual,get different vision in knowledge,ethics,aesthetic and world view.The National Medium and Long-term Educational Reform and Development Plan of China(2010-2020),pointed out that foreign cooperation can be used to cultivate diversified talents and response new educational problems in the process of globalization.In another report “Several Opinions on Improving the Quality of Higher Education in An All-round way” also pointed out that enhance the level of international cooperation and support the exchange study projects.Intercultural learning is not only the trend of the times,but also an important part of personnel training in new era.In general,strengthening education is an important measure to improve national strength.Teacher education is a major guarantee for the development of education,the training of normal students also acts as central node of teacher education.The study of cross-cultural background has great significance to personal growth and professional development of free normal students.Therefore,their cross-cultural communication should be regarded as an important direction of teacher education reform;also the cross-cultural learning and communication abilities should be regarded as indispensable parts of teacher education content.Through the research on the related literature and the existing research have found that,there are some problems in the current research,the studies of normal students' learning quality were doping in the researches of study situation.The studies of free normal students' cross-cultural learning quality were few.Based on this status quo,this research constructs the learning quality evaluation framework of free normal exchange student under the cross-cultural background,focuses on the current situation and problems of their learning quality,also analyzes the key factors which affect the quality of learning,and then puts forward the corresponding strategies to improve their learning quality.The whole research has a certain practical significance and innovative value.The logic of this paper as follows: Firstly,it introduces the reasons and meanings of this research,reviews the theoretical and empirical researches about cross-cultural learning,normal students' cross-cultural learning,learning quality and normal students' learning quality,tries to find out the shortages of existing research and explore the breakthrough in this study,then clears the definition of key words.Secondly,under the guidance of cross-cultural learning theory,student development theory,quality management theory and other relevant theory,combines with special learning situation,learning attitude,learning methods and learning results of cross-cultural environment,explains the connotation of quality evaluation in cross-cultural background and constructs the evaluation framework.Thirdly,on the basis of the quality evaluation framework,repeated revision to form the final survey tool-"The Questionnaire of Free Normal Students' Learning Quality in Cross-cultural Environment”.The students who involved this survey were the participants of the “Reciprocal Learning in Teacher Education and School Education between Canada and China” program in 2010-2016.The questionnaire examines their learning behaviors,the level of individual promotion,the recognitions of the learning environment,and the basic attitudes of cultural learning.The results show that the quality of the students in the cross-cultural environment was good,and the recognition of cross-cultural learning was of great significance to their own growth and professional development.However,the problems such as lacked of self-learning and preparation before learning,learning objectives were not clear,less communication with the local classmates or teachers,integrated learning ability was not strong,personal planning awareness was weak can't be ignore;Fourthly,combines with in-depth interview contexts with 16 exchange students and 2 lead teachers,also references their reflection diaries,classroom observation records,notes and other textual materials,mining the dynamic factors and negative factors which influenced cross-cultural learning quality.The dynamic factors are mainly from the students' individual motives,the new experiences of “differences sense" and” tolerance sense",and the strong supports of school.The negative factors are the individual's cognitive bias,the lack of knowledge ability and the restriction of curriculum.Fifthly,according to the current situation investigation and the analysis of the influencing factors,summaries the successful experiences of the cross-cultural exchange project,proposes the strategies to promote the cross-cultural learning quality from the aspects of training path and individual learning method.The colleges and universities should strive to create a good cross-cultural learning environment,improve the curriculum structure and set up to encourage multi-level dialogue,should establish exchange student tracking system.From students' side,they need to take shape a positive and correct learning concept,focus on knowledge accumulation and ability obtain in daily learning,make good use of reflection to promote personal promotion,etc..In short,the community,schools and students should be encouraged to joint and improve the quality of cross-cultural learning together.