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1.
丁新宇 《通化师范学院学报》2010,31(7):76-78
文中通过分析中美两国对于奥运金牌及荣誉归属权的不同理解的案例,阐述了集体主义与个人主义价值观是造成两国文化差异的根本原因,探讨了集体主义与个人主义的不同特点,指出了解不同国家的价值观有助于消除文化差异导致的交际障碍,从而保证成功地进行跨文化交际。 相似文献
2.
肖平 《湖南广播电视大学学报》2010,(4):43-46
模因原为生物学术语,指物种在进化过程中对优良基因进行复制与传播。模因论是一种基于达尔文进化论的观点解释文化进化规律的理论。将模因论引入文化研究可以发现文化其实就是一个复杂的模因复合体,其组成部分则是模因因子,模因论为文化研究提供了可操作性的分析工具。个人主义价值观是美国文化的核心,它影响和制约着美国人的思维和行为。随着全球化的发展,美国的个人主义价值观无不渗透和溶入到人类其他文化之中。因此,探究美国个人主义价值观的衍生与嬗变具有极其重要的理论和实践意义。 相似文献
3.
社会主义核心价值观培育的路径探析 总被引：3，自引：0，他引：3
冯留建 《北京师范大学学报(社会科学版)》2013,(2):13-18
核心价值观奠定了国家制度的道义基础,决定着一个社会的主导价值,堪称兴国之魂。社会主义核心价值观的培育是一个逐步积累、形成共识的过程,它的培育路径是多元的,理论认知是社会主义核心价值观培育的思想基础,理论认知有助于理解社会主义核心价值观的凝练历程,把握社会主义核心价值观的内在逻辑及其历史地位。价值认同是社会主义核心价值观培育的本质要求,要实现自觉的价值认同必须建立接受内化机制、实践强化机制和灌输引导机制。道德规范是社会主义核心价值观培育的内在保障,道德规范既要加强公民个人品德建设,又要提高公民道德修养,同时还要健全道德规范机制。 相似文献
4.
略论中英文化发展中的趋同现象 总被引：1，自引：0，他引：1
李云川 《湖州师范学院学报》2004,26(6):45-48
改革开放以来，中英文化的频繁接触导致了英汉文化的剧烈碰撞与交融。虽然人们一直在着重强调英汉文化的差异，但实际上，由于受西方文化．尤其是英美文化的冲击，我国传统的汉语文化已发生了变革，英汉文化的发展在某些方面出现了趋同现象，并已逐步渗透到中国社会的各个领域。 相似文献
5.
李洪峰 《牡丹江教育学院学报》2005,(4):29-30
随着中国和西方政治、经济、文化、教育等方面联系与交流的逐渐增加,难免会出现由于语言和文化的不同而产生的一些摩擦与矛盾.本文主要从文化价值观念中的自我价值、褒贬价值、地位价值和男女价值等方面讨论了汉英两种语言文化的不同,从而加深对不同文化的理解,减少人们在跨文化交际中由于语言文化不同而产生的误解,使跨文化交际能够顺利地进行. 相似文献
6.
党小苗 《四川教育学院学报》2008,24(4):51-52
文化背景对学习风格有着重大影响。在我国占统治地位长达二千年之久的儒家学说是中国传统文化的基本内容,而美国社会的主流文化则是其个人主义和竞争的价值观,这种截然不同的文化背景决定了中关两国学生的学习风格必然存在较大差异。 相似文献
7.
Online learning courses are hypothesized to be influenced by the instructors' and students' cultural values. This study collected survey data from online instructors and students to analyze the effects that Hofstede's individualism/collectivism and ambiguity (in)tolerance cultural dimensions exert on online courses offered from an individualist/ambiguity tolerant perspective. Results revealed that the students' cultural dimensions relate significantly to some of their perceptions of culture in the online classroom. Contrary to their individualist peers, collectivist learners felt that their individualist instructors were not usually aware of cultural differences in the online classroom and that their culture was not being considered to make learning relevant to their cultural context. Ambiguity intolerant students, in contrast with their ambiguity tolerant peers, felt that cultural background consideration is important and would appreciate being informed about relevant cultural differences they might experience taking an online course based on a different cultural perspective. Students from ambiguity intolerant cultures also reported less motivation to participate than their counterparts. In addition, language was found to influence the participation patterns when the ambiguity (in)tolerance values of the students were studied. However, language was not found to influence participation patterns for the individualist/collectivist dimension. The results of the study suggest that cultural differences do affect how students perceive the online classroom. 相似文献
8.
本文在对高低语境文化的概念进行界定之后,根据文化是一个综合性整体的特点,讨论两者之间文化价值观念的差异;接着从认知的角度,分析造成高低语境文化差异的历史因素及其必然导致交际模式的差异,从而给跨文化交际带来困难。同时在论述过程中,提出了高语境文化形成的两个条件。 相似文献
9.
亨利·詹姆斯享誉全球,他的作品在英美历史上乃至全世界产生了深远影响,他小说中经常反映的是欧美文化之间的关系。亨利·詹姆斯的文化理论受到了英国维多利亚时期著名评论家马修．阿诺德的影响。阿诺德作品中经常出现两个词语：希伯来主义和古希腊人文主义。在阿诺德看来．如果希伯来文化能够与古希腊文化完美地结合在一起,那就到了至高无上的境界。亨利·詹姆斯对阿诺德的观点很是信服,他作品中涉及的文化对比沿袭了阿诺德的文化观．亨利．詹姆斯小说中的欧美文化也经历了一个由相互冲突到相互融合的发展过程。 相似文献
10.
道德选择作为人类重要的认识活动，往往面临着不同价值观的影响，表现在道德主体的内在冲突、同一价值体系内的道德选择引发的价值冲突、不同价值体系之间的道德选择及其价值冲突等，正确认识和把握这些问题，对于处理不同价值观之间的对立或冲突有着积极的意义。 相似文献
11.
杨雪静 《湖北广播电视大学学报》2014,(4):95-96
著名人类文化学家Edward.T.Hall将语境文化分为高语境文化和低语境文化,以中国为代表的亚洲国家大都属于高语境文化,而以美国为代表的西方国家属于低语境文化。高低语境文化交际是东西方两种不同文化交际的代表,对其特点、差异、形成因素、历史根源和局限性进行对比分析,有助于在跨文化交际中对不同文化的学习、理解和尊重,避免冲突,减少误解,从而获得成功的跨文化交际。 相似文献
12.
陈国晨 《安庆师范学院学报(社会科学版)》2012,31(6):18-21
从人类学角度来看,电影《刮痧》显示了中西方文化在疾病认知、社会伦理等方面的差异,这背后体现了两种不同性质的文化冲突。面临当今世界广泛的文化交流与碰撞,中国文化应该拥有见贤思齐,见不贤而内省的胸怀,努力达到"各美其美,美人之美,美美与共,天下和同"的理想境地。 相似文献
13.
李蕊 《南昌教育学院学报》2011,26(5):35-36
美裔华人女作家谭恩美的《喜福会》描写了四个华人移民家庭中的矛盾与摩擦,表现了中美两种文化,尤其是在家庭价值观方面的差异：相对于以＂孝＂为核心的中国传统家庭观念,美国人在家庭中更突出个人主义,强调个人的权利,崇尚自由和平等。 相似文献
14.
American Indian and Taiwan Aboriginal education: Indigenous identity and career aspirations 总被引：1，自引：0，他引：1
This article investigates the interactions between identity and career aspirations among Taiwanese Aborigines and American
Indians. While many similarities exist between the two indigenous groups, several differences remain as well. In comparing
the identity issue between these two groups, this study shows that American Indians generally live in a more multicultural
society than Taiwanese Aborigines. American Indian students do not experience the same degree of stereotype or racial discrimination
from their teachers and peers as experienced by Taiwanese Aborigines. However, affirmative action policies are more favorable
in Taiwan than they are in the United States. Drawing from a critical standpoint theory, we argue that families, tribes, and
communities should play a more prominent role in the education of indigenous peoples. 相似文献
15.
This paper highlights the importance of societal culture to developing theory, policy and practice within an increasingly globalising educational context. It argues that tensions exist between globalisation and societal culture and that globalisation makes the recognition of societal culture and cross-cultural similarities and differences more, not less, important. Consequently, the inclusion of societal culture as a factor in investigations covering such themes as the curriculum, teaching and learning, leadership and school-based management is seen as an imperative for the future development of comparative education. Accordingly, the first part of the paper clarifies the concept of 'globalisation'. In the second part, globalisation and societal culture are juxtaposed and the interface between them is explored. The third part offers a set of dimensions by which to gauge the influence of, and to compare, cultures. Finally, we illustrate our argument for greater cultural sensitivity by raising some key issues concerning school reform and improvement. 相似文献
16.
论跨文化教学中文化冲突的类型及深层缘由 总被引：2，自引：0，他引：2
跨文化冲突主要是指来自不同国家的两种或者几种异质文化之间由于不一致、不和谐而产生的显性或隐性的对抗。以生成和读解的意义对象作为分类的标准,跨文化冲突有三种类型,即对象型冲突、关系型冲突以及活动型冲突。各文化之间内在的差异以及各文化按照自身的文化属性表达的目的性行为构成了跨文化冲突的内在根源。文化作为人们共享的意义体系,其核心表现为价值观。"人的本性、人与自然、人与他人、人与空间以及人与时间的关系"与跨文化教学紧密联系,这几个维度可以帮助我们理解中西价值观的差异。 相似文献
17.
从电影《当幸福来敲门》看美国文化价值观 总被引：1，自引：0，他引：1
美利坚民族有着自己独特的文化价值观,美国电影是该民族文化和价值观的载体,它的运用方式集中体现了美国的文化特征。本文试图通过分析美国电影《当幸福来敲门》来探讨美国的主流文化价值观,即美国文化价值的核心——个人主义及其渊源,并由此解读美利坚这个民族特定的性格特征以及在这部影片里所体现的美国宗教、历史、文化以及社会与时代背景。 相似文献
18.
This article discusses Geert Hofstede's work on national cultural differences. It explains how Hofstede's model of the dimensions of national culture might be of use to performance improvement professionals as they try to solve familiar, and perhaps not so familiar, problems in international settings. Hofstede's work, first published in 1980, argues that many management theories, such as those of Herzberr, Mausner, and Snyderman (1959), Maslow (1970), and McGregor (1960), are not valid worldwide be cause the authors are subject to cultural bias that is manifested in their own cultural makeup. Hofstede's research has shown that national cultures tend vary on four dimensions: uncertainty avoidance, masculinity, power distance, and individualism. Understanding national cultural differences is important to organizations to expand beyond their own national boundaries and to attempt to win the loyalty and business of customers around the globe. 相似文献
19.
Sung-Kyung Yoo 《Asia Pacific Education Review》2001,2(1):94-100
This study explored whether, and how, ethnicity and individualism-collectivism are related to depression symptomatology and
attitudes toward seeking professional help using a comparison of university students in the United States and South Korea.
Eighty eight American college students and 95 South Korean college students participated in the study. Canonical correlation
analyses revealed that low ratings on vertical individualism in American culture are related to more positive attitudes toward
seeking professional help. On the basis of these findings some tentative counseling implications are considered and directions
for future research are proposed. 相似文献
20.
《Journal of moral education》2012,41(2):143-150
Abstract In 1992, I conducted a study in two schools, the Scarsdale High Alternative School (SAS) in New York, a Kohlbergian Just Community Program for 16 years, headed by Tony Arenella; and Public School No. 825, a kindergarten to senior high school on the outskirts of Moscow, Russia, an experimental school in Developmental Education following the ideas of Lev Vygotsky, headed by Vladimir Karakovsky. This article presents a narrative comparison of the philosophies and practices of the secondary teachers in each school. The teachers’ philosophies seemed to be like Janus, facing in two directions‐‐outward toward the school culture, reflecting each school's shared norms and values, and inward, expressing each person's own values and ways of thinking. It was the influence of each school's culture that created the most striking philosophical differences. Teachers from Russia and the US held only one value in common: community. Other particular norms and values differed almost completely and seem to reflect the larger cultures of the US and Russia: affection and harmony rooted in love of Motherland for the Russians, and for the Americans, a sense of self and responsibility expressing the value of individualism. The paper first focuses on how teachers in each school conceived of the morality of teaching and of the moral authority of teachers. The focus then moves to a discussion of both the common and unique norms and values the teachers desired to transmit to their students, the practices they use and the moral conflicts they face. The article concludes with remarks about what we can learn from these schools for moral education. 相似文献