The global economic model will continue to develop. In some cities, education helps to cultivate children's "global ability" and global vision, and even just helps them to establish international friendship, while participants have been able to transcend national boundaries and historical boundaries. When the school takes measures, even simple steps, such as bringing the world into the classroom, fear can be replaced by inquiry and the fence will be replaced by opportunity.
Reflections on Promoting Classroom Activities, School Culture and Teaching Practice
Intellectual capital:
Global business ability (applied to K- 12 study, which is also regarded as encyclopedic knowledge): If you need to stop in Kuala Lumpur or Accra, can you find the way home directly? Can you get a discount at the airport because their currency has depreciated? What is the political structure of this country? Can you freely share their social and government views with citizens without fear of being punished?
Cognitive complexity: For example, can we comprehensively consider international stopovers, including exchange rates, potential aircraft delays, climate, politics and cultural norms, so as to make complex decisions on the actual cost of cheaper air tickets and airport detention risks?
Global view: Although this problem belongs to the category of intellectual capital, it also contains important elements of emotional skills. When a person practices a global viewpoint, he/she learns to process information in order to consider different viewpoints and their effects on others. This makes people notice that when a speaker, writer, scientist or some stories only represent the experience of a specific group of people and lack diversified views, things will often be very bad.
Psychological capital:
Pursuing adventure: Do you not only pursue change, but also accept unexpected changes? How do you realize and develop your flexibility and adapt to the unknown? How to turn the end of the road into a discovery experience?
Passion for diversity: When people are passionate about diversity, "tolerance" is no longer a problem. Can you wholeheartedly experience or explore new cultures, beliefs and practices?
Self-confidence: Self-confidence and healthy risk-taking behavior are part of the learning process. One can get along with others, and it will be more comfortable to get along with people with completely different experiences.
social capita
Cross-cultural feelings: don't just look at others as bystanders, put yourself in this problem. How will this affect your opinion of their decision? Consider your similarities (not just differences) with people with obviously different lifestyles; How does this change your potential relationship? How would you treat them?
Interpersonal influence: When someone serves you or your family, have you considered how to treat them, and what situation and challenges they face? How does this affect how you treat people? This is a special challenge for children in different cultures. They need an example of politeness and kindness to demonstrate how to treat others.
Communication: From a very young age, children already know how to choose between completely honest performance and proper handling through communication. For example, they may try a new food that they are not interested in. They don't make faces, refuse to try, or show another form of opposition (which often offends their owners). They will try to take a bite, politely say that they don't need any more, and learn how to control indigestion. The application of communication means can improve teamwork, rediscover one's due social role and take responsibility in a new city, or treat objections reasonably.