2 跨文化交际电子教案5-8周

跨文化交际教案（5篇范文）第一篇：跨文化交际教案黑龙江大学文学院对外汉语专业必修课程《跨文化交际》主讲人：殷树林电子信箱：*****************第一章文化与交际一、文化“文化”是跨文化交际学中的核心因素之一，有必要界定它的概念。

文化的定义是中外学者们争论不休而又见仁见智的问题。

“横看成岭侧成峰，远近高低各不同”。

从1871年文化人类学的创始人英国学者泰勒（E.B.Tylor）提出文化的定义以来，学者们从不同的学科角度出发给文化下定义，至今有150多种之多。

尽管这是个令人头疼的问题，但是作为本学科的基础研究对象之一，我们又必须面对它。

（一）文化的概念1、文化一词的来源。

在我国古籍中，“文”既指文字、文章、文采，又指礼乐制度、法律条文等；“化”是“教化”的意思。

汉代刘向在《说苑》中说：“凡武之兴，为不服也，文化不改，然后加诛”。

“文化”与“武功”相对，含教化的意思。

在西方，“文化”一次来源于拉丁文cultura，在英文中为culture，原义是指农耕以及对植物的培育，从15世纪以来，逐渐引申为对人的品德和能力的培养。

在近代，日本人把英文的culture翻译成文化，我们又借用了日本人的译法。

（经济，编辑，逻辑，主义等等）文化一词的中西两个来源，殊途同归，今人都用来指人类社会的精神现象，或泛指人类所创造的一切物质产品和非物质产品的总和。

2、文化概念的界定。

文化是社会学和人类学的一个基本概念。

中国学者对文化的界定为：广义的文化是指人类创造的一切物质产品和精神产品的总和；狭义的文化专指包括语言、文学、艺术以及一切意识形态在内的精神产品。

西方学者对文化的各种界定中，美国文化人类学家克罗伯和克鲁克洪在1952年发表的《文化：一个概念定义的考评》中提出的定义为多数人所接受。

他们在分析了100多种文化定义后，把文化定义为：文化存在于各种内隐和外显的模式之中，借助于符号的运用得以学习和传播，并构成人类群体的特殊成就，这些成就包括他们制造物品的各种具体式样，文化的基本要素是传统（通过历史衍生和由选择得到的）思想观念和价值，其中尤以价值观最为重要。

跨文化交际教案跨文化交际教案在当今全球化的时代，跨文化交际能力越来越受到重视。

随着国际交流的增加，了解不同文化之间的差异和相似之处变得至关重要。

因此，教育界开始重视跨文化交际的教学，以培养学生的跨文化意识和交际能力。

本文将探讨一种跨文化交际教案的设计。

1. 引言跨文化交际是指不同文化背景的人之间的交流和互动。

它涉及语言、行为、价值观和信仰等方面的差异。

跨文化交际教学的目标是帮助学生理解和尊重不同文化，并培养他们在跨文化环境中进行有效交流的能力。

2. 目标设定在设计跨文化交际教案时，首先需要明确教学目标。

例如，学生应该能够理解不同文化之间的差异，尊重他人的文化背景，并且能够在跨文化环境中进行有效的沟通。

3. 文化意识培养为了培养学生的跨文化意识，可以通过引入不同文化的案例、故事和影片等来展示不同文化的特点和价值观。

学生可以进行小组讨论，分享自己对不同文化的认识和看法。

教师可以引导学生思考并提出问题，以促进学生对跨文化交际的思考和理解。

4. 语言学习与交际技巧除了培养跨文化意识，学生还需要学习跨文化交际中的语言和交际技巧。

教师可以设计一系列的语言活动，例如角色扮演、情景模拟和讨论等，以让学生在真实的交际情境中练习语言表达和交际技巧。

此外，教师还可以引导学生学习一些文化特定的礼仪和习俗，以帮助他们更好地适应不同文化环境。

5. 跨文化交际实践为了让学生能够真正应用所学的跨文化交际技能，教师可以组织一些实践活动。

例如，学生可以参观当地的跨文化社区或组织，与不同文化背景的人进行交流。

他们还可以参加国际交流项目，与来自其他国家的学生进行合作和交流。

通过这些实践活动，学生将有机会亲身体验和应用所学的跨文化交际技能。

6. 评估与反馈在教学过程中，教师应该定期评估学生的跨文化交际能力，并提供及时的反馈。

评估可以包括口头和书面的方式，例如学生的表现、作业和考试等。

通过评估和反馈，教师可以了解学生的进展情况，并根据需要进行教学调整和改进。

跨⽂化交际教案跨⽂化交际教案教学时间：第1周教学内容：Unit 1: Introduction to Cross-Cultural CommunicationCommunication, Essential Elements of Communication教学重点：What is communication?教学难点：What are essential elements of communication?教案笔记：1. Discovering Characteristics of CommunicationCommunication is the medium for instruction, assessment, interpersonal relationships, group interactions, parent and community relations and counseling. Most behavior problems in schools, and their resolutions, involve some type of communication. In sum, communication permeates education.Theoretically, the model of communication is always described in the following2. Communication is culture bound.The way an individual communicates emanates from his or her culture. Of course, a person may know more than one culture or may be competent in a combination of cultures. Nonetheless, one basic truth prevails: communication is a product of culture.3. Discovering Characteristics of Other CulturesAs you begin to discover the characteristics of other cultures, remember that cultures vary internally and are changeable. There are usually many cultural differences within a single race or nationality.4. Culture, Communication and LanguageThe concept of communicative competence, based on one's knowledge of the rules of language structure and language use within a given culture, will be useful.A major responsibility of teachers at all grade levels is to teach the language and communication skills needed for academic success, and for career and social mobility.The study of sociolinguistics can help us understand different systems as a means of improving the quality of our instruction in language and the communication arts.5. Cultural Differences in DiscourseDiscourse rules govern such aspects of communication as:1.Opening or closing conversations;2.Taking turns during conversations;3.Interrupting;/doc/0426a3970029bd64793e2c2c.html ing silence as a communicative device;5.Knowing appropriate topics of conversation;6.Interjecting humor at appropriate times;/doc/0426a3970029bd64793e2c2c.html ing nonverbal behavior;8.Expressing laughter as a communicative device;9.Knowing the appropriate amount of speech to be used by participants; and10.Sequencing of elements during discourse.教学时间：第2周教学内容：Unit 1: Introduction to Cross-Cultural CommunicationCross-Cultural Communication, Case Study教学重点：What is Cross-Cultural Communication?教学难点：the attributes of culture教案笔记：A. Communication has its own attributes:1.It is born need. People need communication or they will be driven crazy.2.It is interactive. No communication can be done by oneself alone.3.It can be either constructive or destructive to a relation. Just review a recentconversation you had then they can prove this.4.It cannot be whitewashed in c ase it is performed. You may say, ―Sorry, I didn‘tmean that.‖ But your counterpart has heard what you had said and would not be likely to forget it.B. In practice we should also know that the essential elements of communication:1.There should be at least two parties;2.There should be information-to-exchange, or a message;3.There should be a contact between the two parties;4.There should be a language (human language or artificial ones) that both sides canshare;5.There should be a place for the communication to take place;6.There should be a time for the communication to take place.C. If you were Thompson‘s tutor, what would you do with his question? Reference: Chinese equivalent for ―communication‖沟通，通信，通讯，交通，交际，交流D. In international business cross-cultural communication, the definition of culture can be ranged in three-step hierarchy: Spiritual: such as beliefs, core of values, ethnics;Custom: such as manners, organizations, techniques;Material: such as food, tools, clothing.E. From the hierarchy we may draw the attributes of culture:1)It is learnt, not obtained from genes. Take Junior Huang, a Chinese boy, born andbrought up in the USA for example: unlike his mom and dad who came to the USA after graduation from university and worked for some years in China, Junior Huang doesn‘t care the conformity with others. He insists that he show his specialty while his parents get a bit worry about that as they have been told since they were young kids that the failure in keeping conformity would lead to displeasing the people around and face-losing. Junior Huang was encouraged byhis friends and teachers that he should value his own individuality, and the information he gets from TV and other media is also in this tone. So, bearing a great resemblance to his parents) dark skin, black hair, flat nose, etc.), junior Huang acts just the same to any of his American peers.2)It is shared by a group of people. If we say it is a culture, we mean it is observedby a lot of people in a certain group. So when we advice our oversea teams to get adapted to local culture, we mean they should watch what and how most local people do and then try to get used to that.3)It is symbolic. Even knowing not any Japanese, one can tell the friendly welcomeby the bows a Japanese person makes, while in most other parts of the world that can be shown by an offer of handshake. A designed pattern on a plate can be read as a suggestion of the origin whether from Arabic countries or China. Many can be of symbols of a culture --- language, (verbal or non-verbal one), architects, arts, and so on.4)It is adaptive. No culture is fixed except the dead ones. A culture has to evolve asthe people in the culture have to develop. In China, people used to greet with kowtow (磕头), and then a raise of the crossed-hands (拱⼿), but now most Chinese business people prefer a handshake with a ―你好‖ as their counterparts in most parts of the world. The booming of KFC (Kentucky Fried Chicken) worldwide is also a good illustration.F. Explanation:In Chinese culture, it is customary to please a parent by making compliment on his kids, for girl praise of appearance or features, for boy praise of smartness. The patting or teasing of an adult to a youngster is usually taken as a sign of caring or friendliness.While in Western culture, neither is approved especially the latter, which is even a taboo.Without knowing the difference in different cultures, the scholar may have thought that her friendliness was wrongly taken so she was astonished and annoyed before she knew the reason.G. Key Points:What may effect cross-cultural communication?Cross-cultural communication, or intercultural communication, is communication among people from different cultures. In cross-cultural communication, one should keep in mind some basic elements that effect the communication:1) The Ways that people observe things（⼈们观察事物的⽅法）2) Verbal language3) Non-verbal language教学时间：第3周教学内容：Unit 2: Social InteractionHow to make introduction; How to deal with business cards教学难点：教案笔记：1. Discovering Characteristics of Other CulturesWhen teachers ask "How can I learn about culture X?", all too often teachers are discouraged to learn that there is no comprehensive book (or list) available on culture X. The lack of reading matter on various cultures is, in some ways, a blessing, since knowledge of other cultures is better acquired by experience than by study. Thus, teachers should plan to experience cultures different from their own, particularly the cultures represented in their schools and classrooms. To be valid, these experiences should incorporate a few basic principles and discovery techniques.2. How to make introductionTo avoid feeling socially awkward and to present a poised, polished, and professional image upon meeting and makingintroductions, here are eight guidelines to follow:1.Introduce people in business based on rank, not gender or age.2.In business, the client, guest or visitor outranks the boss or co-worker and shouldbe introduced first.3.Women and men should stand when introduced. Always smile and maintain eyecontact.4.Shake a woman and man's hand the same, straight up and down. Extend a good,firm (not painful) handshake to exhibit respect, trust, and acceptance.5.Keep the forms of address equal to avoid differential treatment or the appearanceof preferential treatment.6.Never use an honorific such as Ms., Mr., or Dr. to introduce yourself.7.Demonstrate professionalism and credibility by clearly stating your full name.8.Do not call a person by his or her first name when meeting or being introducedfor the first time. Use their title and last name until invited to be on a first-name basis.3. Tips of etiquettes: Comparing the above two situations, you may find something similar. That is the way to make introduction in business field, while it is somewhat different from social etiquette:1.Present the host to the visitor (or young to the senior);2.Senior positioned is presented first;3.If some introduced are on the same position, usually the senior aged first.4. Introduction Games: As a matter of fact, this difference lies also between most Eastern Asian languages and most Western languages. The difference stems in different cultures.Most Eastern Asian countries are regarded as the chopsticks-zoned nations. While in most Western countries, people are encouraged to treat others equally regardless of their positions and deeds.5. Handshake is as popular as the dollar. In business encounter, handshake is always acceptable no matter how different the cultures of the people are.教学时间：第4周Unit 2: Social InteractionWhat to say for small chat教学重点：教学难点：教案笔记：1. Deal with Business CardsThe content of a business card includes: company you work for, name, business title, and contacting ways. Arabic, German and some Eastern Asian cultures prefer to get academic degrees included as well. Business titles may be confusing to people from other cultures, so consider using a translation that can portray your job or position in words or concepts more familiar to your counterparts. Example：2. Hints:1.You have left out some information that has nothing to do with your business(the title: Vice-chairman of Wuhan Children-Caring Association and Member of Hubei Calligraphy Society).2.You have added some information that can make business contact easier (thetelephone number of your company, the name of your country).3.You have got some information simplified (your position and profession).4. Some tips for dealing with business cards:1)Translate your card into the local languages if you are somewhere outside yourcountry.2)Wait to be introduced before presenting your card.3)Present your card with the printed side up. In case of bilingual cards, with thelocal language side showing.4)Give your card to the highest-ranking individual or leader of the visitingdelegation first, especially when they are from Japan or Korea, as this is a sign of respect and can avoid embarrassing the inferior-ranking ones.5)Use your both hands to take a card from your Japanese contact, but never use theleft hand if your contact is from Islamic culture.6)Read it once more after receiving a card, as this is a sign of respect. On the otherhand, if you happen to have some troubles (we do often) remembering of the foreign names, reading the card can help a great deal.5. What to say for small chatIn Asian countries, people often use kin terms in their conversation.In Western countries, people do not use kin terms so extensively as their counterparts in Eastern Asia. They even address their uncle or aunt with just the first name. One of the reasons for this is that they believe in equality very much that they may think born relation need n‘t be emphasized; otherwise, there will be a gap between people. Age is also a reason. People in Western countries don‘t like to be thought old. Addresses of most kin terms may remind them of being aging. They also would like to be addressed with the first name as that shows acceptance or friendliness.6. Different titles for addressingInternational business activities usually cannot do away with the different values in different cultures. In certain societies, individual is not valued very much and an individual‘s value is decided by his position in the group belongs to. This cultural trait is acknowledged as Collectivism. Most nations in the Eastern Asia and the South-Eastern Asia are of collectivist cultures, while some societies value individual very highly regardless of his/her position and his/her virtue. This culture is labeled as Individualism. A lot of Western nations are of individualist culture.教学时间：第5周教学内容：Unit 3: Culture and Language in InteractionThe relation of culture and sociolinguistics, Cultural differences教学重点：教学难点：教案笔记：1. Culture and SociolinguisticsSince communication is the interaction of people in the society, the social culture influences the communication greatly. Andthe culture also influences students‘ language skills and their learning of Standard English, the language of education.2. SociolinguisticsSociolinguists examine social and cultural influences on language behavior. Among the most important concepts to emerge are those relating to dialects and language standards.Sociolinguists have documented the presence of dialects in every language.For a variety of reasons, including negative public attitudes and inadequate teaching models, nonstandard English speakers often do not effectively learn Standard English in school.3. Cultural Differences in DiscourseThese topic centered stories are characterized by tightly structured sentences that reflect on a single or small set of highly related topics. The speaker presumes little shared knowledge with listeners. Topic centered stories, therefore, tend to be very explicit and contain great detail, emphasizing more telling than showing. Topic centered stories are thought by some to be associated with the field independent cognitive style. I4. Examples of Cultural and Communicative TendenciesIn this section, we will present examples of cultural and communicative tendencies observable among African American and white students from several cultural groups in the United States. Tendencies are not universal. In order to avoid generalizations and stereotypes about cultural groups, variations within cultures must always be considered. Highly educated people of a given cultural group are less likely to reveal indigenous language and communication patterns than less educated persons. Moreover, many people communicate in ways influenced by other cultures.5. The Significance of Culture Based Communicative Behavior in SchoolA variety of cross cultural communication problems can arise in school, and it is important that teachers not automatically blame the student or the student's family or culture. Problems often result from misunderstandings or value conflicts between teachers and students who are obeying different culturally based communication rules. Some common problems linked to cultural and communicative diversity are presented in Table V教学时间：第6周教学内容：Unit 3: Culture and Language in InteractionEntertainment in the interactions, make a disagreement pleasant教学重点：教学难点：教案笔记：In social interaction, culture and language are very important in communication. It is more obvious in commercial or business interaction.A. To form a social situation, there should be:1.at least two participants;2.an aim;3. a setting;4.schema for fulfill the aim;5.verbal or non-verbal communication;6.time and space.B. It is heard but it isn‘t taken in the way it is uttered.A communication starts from a source of information and ends in the retrieval of information. In a social situation, theparticipants can play the both roles of the source and the retrieval and they can also interpret the other side‘s message in their own way. It means the utterance meaning of the source may not be fully taken as the source side expects.Now we can see in interaction, good wish doesn‘t always lead to a good result. In cross-cultural business communication, we should know about the different values, different observations and customs of our counterparts and try to monitor the social situation in a way we expect or are oriented.C. Ms. Karat is checking the gift parcels for a group of visitors from a Japanese organization partner. Lowell is helping her. After finishing reading their conversation, try to decide which of the following statements are true:1.The gifts for the group of Japanese visitors are not the same.2.If one of the visitors found his gift were the same to that of his director, he wouldfeel grateful and satisfied.3.For Japanese visitors, whisky can never be used as gift.4.An efficient secretary keeps the record of the gift distributed.Gift distributing is a quite frequent practice in business contacts.Anyhow, not all nice looking and nice-wish-carrying gifts are really taken as nice things by all people.Nowadays, more and more organizations prefer to have their gifts customized.Gifts can also help you to draw potential partners, customers and so benefits.The last but not the least is that though refusing a gift is fairly rare in international business circles, in North American and European culture, company policy states that an employee of tank, is not allowed to receive a gift of any size.D. Other polite ways for decliningHow are Western people? Are they very direct in refusal making? John‘s story may indicate what stalling technique (⽀吾的技巧) is employed in saying ―no‖without saying the word of ―NO‖.教学时间：第7周教学内容：Unit 4 Gender CommunicationCommunication Modes between Males and Females教学重点：教学难点：教案笔记：A. Gender differences---including how men and women talk and view life---can generate misunderstanding and even hostility at work and in family relationships.One of the keys to improving communication between men and women and people with different personality or cultural styles is to check the semantics of the words being used when disagreements arise.Another key to improving communication is to not always expect the worst of others. As Miller's Law put: "In order to understand what another person is saying, you must assume that it is true and try to imagine what it could be true of."Often we come into conversations with preconceived notions about other people. One of our goals is to break down some of those preconceived notions so when something happens, we can get past the irritability and realize that although we're different, we're after the same thing---effective communication.B. Gender Communication Differences and StrategiesWhat can your organization do to create more equality for men and women? The first step to creating equality is to understand the different strengths and styles that different genders bring to the work table. Oftentimes men and women use different processes for decision making and leadership. Here are some common ways that men and women differ:1. Attitude towards tasks vs. relationships.2. Way of Processing Information.3. Leadership Style.4. Communication Styles.5. Talk time.C. Men take up more time and space at meetings, while women try to make sure thereis more equality in the room. Despite stereotypes to the contrary studies have shown that men talk more then women. Men interrupt women and talk over them much more that women interrupt men. All of this can lead to the type of miscommunication based on assumptions of why member of the other sex are using certain verbal and non-verbal behaviors. These miscommunications can result in team breakdown, people not listening to each other and loss of good ideas.D. How different styles lead to workplace disparity（差别）1. That there is only one style or way to lead and that is the more hierarchical one.2. That most women can't be leaders because they are not "strategic."3. Because many of these men are married to women who work in the home, they have a hardertime conceiving of women running organizations, and therefore are not as objective when making hiring and promotion decisions.4. There is an unconscious belief that women are not in the workforce on a permanent basis anddon't really want to move up or stay.教学时间：第8周教学内容：Unit 4 Gender CommunicationStrategies in gender communication, Roles females play in business教学重点：教学难点：教案笔记：A. Strategies to Bridge Gender Differences and Value Diverse StylesIf you grasp the importance of effective gender communications and gender equality in the workplace, then start making a difference today using the following gender communication strategies.1. Take these facts with a grain of salt. It's important not to use this information to stereotype all men or all women.2. Stay aware. Both men and women need to be aware of each others styles of communication both verbal and non-verbal in order to avoid miscommunication and work better together.3. Be aware of unconscious stereotypes and biases and be open to breaking past them in order to leverage each others strengths.4. Recognize that many different styles of leadership can be effective.5. Men, be aware of how much time and space in meetings or group interaction.6. Women, get comfortable asserting more space for yourself.7. Finally, Get Information. Learn about male and female styles of communication and be able to use both.B. The attachment of sub-cultures to their main culture can be diagramed like this:C.Males and females are treated differently since the early stage of their life.D. Now, you may have a clear idea about what do gender roles mean: the expected ways of behaving for a male or female according to a society.The conclusion may be reached like these:1.Gender roles are socially created.2.Gender roles are classified into three types:A.Masculine →dominant, aggressive. Administrators, executive managers,firemen, etc. are taken for granted to be males.B.Feminine →passive, nurturing. Nurses, shop assistants, kindergartencaretakers are thought to be female s‘ occupations.C.Androgynous → a mixture of masculine and feminine. Tom-boy is one of thecase here.3.Gender identity usually involves a certain combination of correspondencebetween sexual feature and gender role in the society, so it is cultured rather than merely born with nature.E. Taking into consideration the present situation, here are some tips for career ladies to be as competent as their male counterparts:1)Work professionally.2)Dress properly (no mini-skirt in the office, no too high the heel in working, no oddhairstyle, etc.).3)Be serious at work (no talking with the male colleagues about the topic unrelatedto work, no chat on phone about trifle things with friend at work time, etc.).4)Never be late for work and never leave earlier without excuse.5)No gossiping with other people in the office.6)Find a suitable way to outlet stress.教学时间：第9周教学内容：Unit 5 Body Language & Non-Verbal CommunicationBody language, Difference between non-verbal & verbal communication教学重点：教学难点：教案笔记：A. Most people believe the best way of communication is verbal. However, oral communication makes up just 10 percent (or less) of the total means to get across a message.B. Most people don't mean what they say!C. The Body Always Tells The Truth!D. Learn how to identify emotions like anger, boredom, nervousness, doubt, openness, uncertainty, disappointment, or enthusiasm by viewing facial expressions, gestures,and postures.You can leverage bodies' language knowledge to discover whether confidence, supremacy, and other traits can be found in people. Alternatively, you can execute these movements when you desire to communicate particular personality traits to influence others subconsciously. Terrific, isn't it?Once you have read this section, you never will view the world in the same manner again. You'll have the ability to instantly adjust particular actions to any situation. It will be very easy to communicate with others. You will develop a much better insight about people. It is as though you are seeing things afresh.E. Non-verbal CommunicationSome signals are probably common to all of us.All the signals I have mentioned so far can be controlled.F. Body language is the reason why selling face-to-face has a huge advantage over selling by phone.Our body language will give others an impression of ourselves or show our emotions. You're probably using it right now to read this article (you will either be alert and interested, or baffled and un-interested).教学时间：第10周教学内容：Unit 5 Body Language & Non-Verbal CommunicationDescription of some facial expressions, ways to improve body language教学重点：教学难点：教案笔记：A. "an important aspect of Posture running a successful business"Our body language is an important aspect of running a successful business as we cannot always say what we really feel. This means we have to act positive in negative situations (and vice-versa of course). You can also identify other people's body language and know what they really mean: whatever they may be sayingB. "If you are sitting, you can still give an image of power"If you are sitting, you can still give an image of power. If standing isn't appropriate, use more space by stretching your legs out or by having your arms at the side of the chair. When you are on the phone and you need to be assertive, standing up will project your urgency.Hand-to-Face MovementsGesturesC. "we are attracted to those people who are similar to ourselves"Another gesture that we use is called 'mirroring'.A more common gesture is perhaps the one that is most annoying.Grooming gestures are those things we do to reassure ourselves.Facial ExpressionEye ContactD. "Making little eye contact can say that the other person doesn't like you"Body language comes in many forms. Different people have their own ability to recognize body language and they will recognize it with different meanings to other people. So, when you use body language, one person may see it differently to the other.教学时间：第11周教学内容：Unit 6 Cultural ConflictionCauses of cultural confliction, Improve relationships by CCC教学重点：What is Cultural Confliction?教学难点：High-Context --- Low-Context Cultural Pattern教案笔记：The confliction between Western and Eastern cultures is rooted mainly in four basic cultural patterns:A.Collectivist --- Individualist Cultural PatternIn individual cultures, each individual is an equally important part of the social structure, and each individual is valued for his/her unique role in the society.In collective cultures, on the other hand, all individuals are very loyal to the groups they are part of, and usually make choices about marriage, education, and work together with their families or other people in the same group.High-Context --- Low-Context Cultural PatternLow-context communication is like a computer grogram; everything must be specified in the coded message or the computer program will not run. In a low-context culture like the United States, individuals must express themselves as explicitly as possible for effective communication to occur.High-context communication, in contrast, is like communication between twins who were raised together. It is noticed that twins intuitively understand each other and use shortened sentences and words when they talk. To ensure efficient communication with people from high-context cultures, one has to keep a sharp eye on all the verbal and ono-verbal signs, because they use understatement and hints and body language to put over their message.B.High-power Distances and Low-Power Distances Cultural PatternHigh-power distances cultures believe that authority is essential in social structure, and strict social classes and hierarchy exist in these cultures. It means that people who have more power and who have higher positions are treated more formally than other people.In low-power distances cultures people believe in equality and the people with power may interact with thee people without power on an equal level. That is to say all people should be treated equally regardless of their positions and authority in the society. So administration is in many‘s hands.C.Monochronic time --- Polichronic time Cultural Pattern(1) Different cultures value time in different types.(2) In communication, monochronic time attaches importance with working on timetable.(3) In a lot of monochronic cultured countries, such as the Netherlands, Scandinavia and Germany, working life and private life are kept separate and only in unusual circumstances do they expect to talk business outside working hours or in non-work environment.。

跨文化语言交际教案一、教学目标1. 让学生了解跨文化交际的重要性2. 培养学生对不同文化的尊重和理解3. 提高学生在国际交流中的语言运用能力二、教学内容1. 跨文化交际的基本概念2. 跨文化交际中的常见问题3. 跨文化交际的技巧与策略4. 语言与文化之间的关系5. 实践案例分析三、教学方法1. 讲授法：讲解跨文化交际的基本概念、常见问题和技巧策略2. 案例分析法：分析实践案例，让学生深入理解跨文化交际的重要性3. 小组讨论法：分组讨论，培养学生的团队合作能力和批判性思维4. 角色扮演法：模拟不同文化背景下的交际场景，提高学生的实际操作能力四、教学评估1. 课堂参与度：观察学生在课堂上的发言和互动情况2. 小组讨论报告：评估学生在团队合作中的表现和批判性思维能力3. 角色扮演表演：评价学生在实际操作中的语言运用能力和跨文化交际技巧4. 课后作业：检查学生对课堂所学内容的掌握和应用情况五、教学资源2. 案例库：收集不同文化背景下的交际案例3. 多媒体设备：用于展示案例和进行角色扮演表演4. 网络资源：获取最新的跨文化交际研究成果和实际案例六、教学安排1. 第1-2周：介绍跨文化交际的基本概念和重要性2. 第3-4周：分析跨文化交际中的常见问题和挑战3. 第5-6周：讲解跨文化交际的技巧和策略4. 第7-8周：探讨语言与文化之间的关系5. 第9-10周：实践案例分析和学习成果展示七、教学活动1. 讲授跨文化交际的基本概念和重要性2. 分析跨文化交际中的常见问题和挑战3. 讲解跨文化交际的技巧和策略4. 探讨语言与文化之间的关系5. 实践案例分析和学习成果展示八、教学注意事项1. 注重培养学生的跨文化意识，提高他们对不同文化的尊重和理解2. 鼓励学生积极参与课堂讨论，培养他们的批判性思维和团队合作能力3. 注重实际操作，让学生在模拟交际场景中锻炼跨文化交际能力4. 关注学生的个体差异，给予他们充分的关注和支持九、教学辅助材料2. 案例库：收集不同文化背景下的交际案例3. 多媒体资源：展示案例、视频、音频等教学资源4. 网络资源：获取最新的跨文化交际研究成果和实际案例5. 角色扮演道具：用于模拟交际场景十、课后作业与练习1. 阅读教材和课外阅读材料，加深对跨文化交际的理解2. 完成课后练习题，巩固所学知识3. 参与小组讨论，准备小组报告4. 准备角色扮演表演，锻炼跨文化交际能力十一、教学拓展活动1. 组织跨文化交流俱乐部或小组，让学生在课后继续进行交流和实践活动。

跨文化交际是现今全球化时代不可避免的一个难题。

随着经济全球化、文化多元化和人员流动的加剧，我们在日常的工作和生活中面对着不同国家、语言和文化的人们。

如何进行有效的跨文化交流，是我们必须面对和解决的问题。

而针对这个问题，教师们需要适当地进行跨文化教育，为学生提供良好的教育资源以更好地适应多样化的社会。

因此，在本篇文章中，我们将重点介绍跨文化交际优秀教案。

作为一名好的教师，对于跨文化交际这一问题，我们需要向学生进行正确的教育。

因此，跨文化交际应该渗透在所有课程中，同时要针对不同年龄段和学生活动而做出适当的调整和优化。

在教学过程中，我们应有意识地重视文化背景的讲解、文化理解和文化沟通，从而帮助学生更好地融入社会，充分发挥自己的优势。

下面我们来介绍一下跨文化交际优秀教案，并从教案的编写、实施和评估等方面进行分析。

（一）教案的编写教师在编写跨文化交际教案时，应遵循以下几点：1.需结合学科特点：跨文化交际应该在学科特点上做到不影响基本学科，弥合文化差异，使学生增加文化理解和沟通能力，对数学、物理、文化艺术等不同科目都有所帮助。

2.需注重学习方法：由于跨文化交际本质上是一种交流，因此在教案编写过程中应注重培养学生交流的技巧和方法，并借助多种教学媒介和语言形式，以适应学生的学习习惯和兴趣。

3.需有明确的学习目标：跨文化交际教学的目标应该明确、合理、可行，教材要适应不同年龄段和群体的需求，并在教育内容上做到更加科学、合理和实际。

在教学的初期，教师应该根据不同的文化背景有针对性地进行培训和教育，同时与学生建立起良好的沟通和信任关系。

4.需具有好的组织性：在教案编写的过程中，需要有一个有序、科学的组织方式，把内容整合在一起，使学生能够逐步掌握和理解跨文化交际的核心要素和技巧。

（二）教案的实施跨文化交际优秀教学在实施方面应注意以下几点：1.注重多元文化体验：在教学过程中，让学生了解世界各地文化的不同点。

让学生了解不同文化的特征，更好地了解不同文化的风俗和习惯。

大学跨文化交流课程教案1. 引言跨文化交流是在全球化时代中日益重要的技能之一。

大学跨文化交流课程旨在帮助学生增强跨文化沟通能力，理解和尊重不同文化背景的人，并促进国际交往与合作。

本教案将提供一个详细的框架，以便教师开设和实施这门课程。

2. 课程目标•增强学生的跨文化沟通技巧和意识•帮助学生理解各种文化间的差异和共同点•培养学生对他人文化背景的尊重和欣赏•引导学生更加全面地理解全球问题和挑战•提高学生参与国际事务和合作的能力3. 课程大纲3.1 模块一：跨文化意识培养•理解什么是跨文化意识以及其重要性•探索自身所属的社会与文化背景对自我认知的影响•分析不同国家、地区、群体之间的差异与共通之处•深入了解跨文化交流中常见的误解和挑战3.2 模块二：跨文化沟通技巧•学习有效的非语言交流技巧，如肢体语言、眼神接触等•掌握合适的礼仪与行为准则•学习如何正确使用隐喻、谚语和比喻等文化特定的表达方式•培养灵活性和适应能力以应对不同文化背景下的沟通难题3.3 模块三：文化差异与共同点分析•研究不同文化背景下的价值观、信仰体系和社会习俗•分析不同文化对时间、个人空间、权力结构等方面的理解和处理方式的差异•探索全球主要文化社群之间的相似之处，从而建立联系和互信3.4 模块四：跨文化问题和挑战•研讨全球性问题，如多元社会中的种族歧视、性别平等、环境保护等议题•分析当今世界面临的移民、国际贸易和政治争端等跨文化挑战•引导学生探索如何通过跨文化合作和理解来解决这些问题3.5 模块五：实践项目•学生分组完成一个真实的跨文化项目，例如组织国际文化节或参与志愿者服务等•提供指导和支持，鼓励学生应用他们在课堂上学到的知识和技能•写出项目总结报告，并让学生分享他们在项目中的经验和收获4. 教学方法与评估方式•教学方法：讲座、小组讨论、角色扮演、案例分析等•评估方式：课堂参与度、小组任务成果评估、个人反思日志、最终项目报告等多样化形式相结合5. 教材推荐•"Intercultural Communication: A Global Reader" by Larry Samovar and Richard E. Porter•"Cross-Cultural Connections: Stepping Out and Fitting In Around the World" by Duane Elmer•"Communicating Across Cultures" by Stella Ting-Toomey6. 结语大学跨文化交流课程的教案为教师提供了一个有力的工具，帮助学生掌握重要的跨文化沟通技能和思维方式。

《跨文化交流》教案跨文化交流教案1. 教案简介本教案旨在帮助学生了解和研究跨文化交流的重要性和技巧。

通过教授相关的理论知识和实践活动，学生将能提高自己的跨文化交流能力，更好地适应多元文化环境。

2. 教学目标- 了解跨文化交流的定义和重要性；- 掌握基本的跨文化交际技巧；- 培养学生的开放心态和敏感性，增强与不同文化的人交流的能力。

3. 教学内容和流程第一课：跨文化交流的概念- 介绍跨文化交流的定义和背景；- 分享一些跨文化交流的案例，引发学生的兴趣；- 引导学生思考跨文化交流所面临的挑战和机遇。

第二课：跨文化交际技巧- 提供一些基本的跨文化交际技巧，如尊重差异、倾听和观察等；- 分组讨论和角色扮演活动，让学生实践这些技巧；- 引导学生思考如何解决跨文化交流中的冲突和误解。

第三课：培养开放心态和敏感性- 讨论多元文化的概念和重要性；- 分享一些案例，让学生理解不同文化之间的共同点和差异；- 引导学生尊重并接纳不同文化的观念和行为方式。

第四课：跨文化交流实践- 设计实践活动，如访谈外国留学生或观察不同文化的社交活动；- 学生根据实践经验反思和总结，分享他们的体验和感受；- 教师提供反馈和建议，帮助学生改进跨文化交流能力。

4. 评估方法- 学生小组讨论和角色扮演的表现；- 学生的实践活动报告和反思；- 学生之间的互动和交流。

5. 教学资源- 教材：跨文化交流教育指南；- 多媒体设备：投影仪、音频设备等；- 实践活动所需材料。

6. 参考文献以上是《跨文化交流》教案的内容和流程，希望能帮助学生提高跨文化交流能力，增进他们的跨文化理解和包容性。

跨文化交际教学设计(5篇)跨文化交际教学设计(5篇)跨文化交际教学设计范文第1篇一、“以问题为中心”课堂教学设计理论依据构建课堂教学设计就是解决“怎么教”的问题。

如何能吸引同学的爱好，激发同学的才智活动，引发同学专注于学问探求与问题求索的欲望和行为，使同学能乐观主动参加到各项课堂教学活动中，展现了老师对现代教学理论的运用，同时也展现了老师的课堂教学设计理念。

只有在现代教学理论的指导下，老师的课堂教学设计才能真正体现以同学为主体的现代教育理念。

“有效问题情境为主”的课堂教学模式就是建立在现代教学设计理论家和教学心理学家梅里尔在2021年提出的教学理念之上的。

“以问题为中心”教学模式的主要理论基础是美国当代闻名教学技术与设计理论家，教育心理学家M？戴维？梅里尔在2021年提出的“五星教学原理”，其核心主见是：在“聚焦解决问题”的教学宗旨下，教学应当由不断重复的四个阶段循环圈---“激活原有学问”---激活阶段、“展现论证新知”---展现阶段、“尝试应用练习”---应用阶段和“融合贯穿把握”---整合阶段，其核心实质是：详细的教学任务（事实、概念、程序或原理等）应被置于循序渐进的实际问题解决情境中来完成，即先向学习者呈现问题，然后针对各项详细任务绽开教学，接着再展现如何将学到的详细学问运用到解决问题或完成整体任务中去。

“以问题为中心”教学模式设计的教学基本程序为：提出中心问题转化为任务分解成问题序列和任务序列完成序列任务、解决序列问题完成任务、解决问题。

每一个解决问题的轮回都要经过四个阶段，即上文提到的激活阶段、展现阶段、应用阶段、整合阶段。

“以问题为中心”的教学模式供应了具有任务特点的问题情境，使教学过程贯穿于完成一个由“问题中心”转化的任务解决中，同时，能有效促进同学问题意识和思辨力量的提升。

由于“以问题为中心”教学模式中的问题，可以分解成问题序列，可以分解难度，让同学在层层推动中，把握学问，有利于提升同学参加课堂教学乐观性，通过中心问题和序列问题，提升课堂教学的趣味性和针对性，能更有效地促进同学参加课堂教学互动的原动力，符合“以同学为中心”的教学理念。

跨文化教育交流教案一、教学目标：1. 了解跨文化交流的重要性和挑战。

2. 学习跨文化交际的基本原则和技巧。

3. 掌握与不同文化背景学生有效沟通的策略和方法。

二、教学内容：1. 跨文化交流的重要性和挑战：a. 解释跨文化交流的定义和意义。

b. 分析跨文化交流中可能出现的问题和障碍。

2. 跨文化交际的基本原则和技巧：a. 引导学生理解尊重、包容和开放的原则。

b. 教授有效倾听和观察的技巧。

c. 讲解适应不同文化背景的礼仪和行为准则。

3. 与不同文化背景学生有效沟通的策略和方法：a. 提供有效的非语言沟通技巧。

b. 教授跨文化沟通中的问题解决方法。

c. 引导学生理解和应用文化差异管理的技巧。

三、教学过程：1. 引入：在学生们前首先提出一个问题：“你认识到跨文化交流的重要性了吗？”让学生们交流并分享自己的看法。

2. 主体内容展示：a. 呈现幻灯片或视频，介绍跨文化交流的重要性和挑战。

b. 分析跨文化交流中可能遭遇到的问题和障碍，引发学生思考并讨论。

3. 跨文化交际的基本原则和技巧：a. 引导学生理解尊重、包容和开放的重要性，以及如何应用这些原则。

b. 教授有效倾听和观察的技巧，包括注意非语言信号和面部表情的重要性。

c. 分组活动，让学生们尝试运用所学技巧来进行模拟跨文化交流。

4. 与不同文化背景学生有效沟通的策略和方法：a. 提供有效的非语言沟通技巧，如姿势、表情和手势的使用。

b. 讲解跨文化沟通中的问题解决方法，例如积极倾听和寻求共同点。

c. 引导学生理解和应用文化差异管理的技巧，如灵活性和适应性。

5. 总结与反思：让学生们回顾并总结今天所学内容，提出他们在实践中的体会和困惑。

然后，引导他们思考如何将所学知识应用到自己的日常生活和学习中。

四、评价：通过课堂观察和学生分享，评价学生在跨文化交流中所展示的理解和应用能力。

五、拓展活动：鼓励学生参加跨文化交流项目、志愿者工作或交流学习项目，以提高他们的跨文化意识和交际能力。

跨文化交流教案目录1. 引言2. 教学目标3. 教学内容4. 教学方法5. 教学过程6. 教学评估7. 教学反思8. 结论9. 参考文献1. 引言跨文化交流在当今社会变得越发重要。

由于全球化的发展，人们与来自不同国家和文化背景的人交往机会越来越多。

因此，培养学生的跨文化交际能力成为现代教育的任务之一。

本教案将重点介绍如何设计一堂有效的跨文化交流教学课程，以帮助学生更好地理解和应对跨文化交际的挑战。

2. 教学目标- 了解不同文化背景对交流的影响- 掌握跨文化交际的基本原则和技巧- 培养尊重、理解和包容不同文化的意识- 提高跨文化交际能力，包括口头和书面交流能力3. 教学内容- 文化概念和定义- 文化差异的原因和影响- 跨文化交际中的常见问题和挑战- 跨文化交际的基本原则和技巧- 跨文化交流中的非语言交际- 跨文化交际的实践技巧和策略4. 教学方法- 授课讲解：通过讲解文化概念和跨文化交流的基本原则，帮助学生建立跨文化交流的基本理论框架。

- 小组讨论：将学生分成小组，让他们讨论并分享自己的跨文化交流经历，并从中总结出交际中遇到的问题和应对策略。

- 角色扮演：设计一些跨文化情景，让学生进行角色扮演，锻炼他们的跨文化交流能力。

- 多媒体展示：使用图片、视频等多媒体资源展示和比较各种文化背景下的交流方式和观念，帮助学生更直观地理解文化差异。

5. 教学过程- 第一步：引入跨文化交流的概念，让学生了解跨文化交流的重要性和挑战。

- 第二步：讲解文化的定义和影响，并引导学生思考文化差异的原因。

- 第三步：介绍跨文化交际的基本原则和技巧，如尊重、理解和包容不同文化等。

- 第四步：通过小组讨论和角色扮演，让学生运用所学原则和技巧，解决跨文化交流中的问题。

- 第五步：展示多媒体资源，比较不同文化背景下的交流方式和观念，引发学生思考。

- 第六步：总结课堂内容，强调培养跨文化交流能力的重要性，并提供相关练习和学习资源。

6. 教学评估- 合作讨论和角色扮演的表现评估- 学生提交的笔记和小组讨论总结- 学生参与度和互动情况的观察评估- 学习成果的书面测试或口头报告7. 教学反思在教学过程中，可以根据学生反馈和实际情况进行灵活调整。