教育及經濟全球化脈絡下華人教師典範之自我形塑：認知與行為層次的分析

Self-reshaping the Paradigm of Chinese Teachers in the Contexts of Educational Globalization and Economic Globalization: An Analysis Based on Cognitive and Behavioral Dimensions

全球化仍是一種人類業已創造但尚未完全掌握的前景。面對全球化，華人教師若對於典範的自我形塑採取創造性的回應，較具有主動和操之在己的積極意涵。本文旨在探究全球化脈絡下華人教師進行創造性的典範自我形塑時，在認知與行為層次上的應有作為。作者首先描述全球化的主要徵象與面向，其次提出「宏觀中道的教育全球化認識理路」，以為華人教師回應全球化的認知參考途徑。接着，本文提出批判和轉化兩種方法，用作華人教師適切回應經濟全球化誘因排擠效應的行動準則。藉由認知與行為的典範自我形塑，將有助於華人教師經由教育實踐來營造一個避開全球化負面衝擊的美好社會願景。

Globalization is a phenomenon that people have created yet cannot fully control. Facing its unpredictability， adopting a creative response to it will have autonomous and positive implications for Chinese teachers. This article tries to explore the proper cognitive and behavioral accommodations when Chinese teachers reshape the role paradigm in the context of globalization. First， it depicts the general features and main dimensions of globalization. Second， “the macroscopic and moderate cognitive approach for understanding educational globalization” is proposed as a reference of framework for Chinese teachers on the cognitive dimension. Then， it proposes two best practices for Chinese teachers as guidelines to properly respond to the crowding-out effect implied in economic globalization. The paradigm reshaping process on the cognitive and the behavioral dimension will help Chinese teachers， by devoting themselves to educational practice， create a promising society that can evade the disadvantages of globalization.