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Factors of students’ intercultural competence development in the context of Georgia

机译：格鲁吉亚语境下学生跨文化能力发展的因素

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Research aims to define the impact of diverse cultural factors on formation of students’ intercultural competences. Study revealed following negative tendencies: students have insufficient knowledge about different cultures, in fact, they do not have any experience of communicating with other cultural representatives, and they are reluctant to integrate with different cultures. These gaps are directly correlated with school culture dimensions, such as: school community diversity, teaching content, and the style of pedagogical relations. Among the positive trends, we can differentiate the following: students’ readiness to consider different views in school-related decision-making process; students’ belief that they can improve the school culture. The school, as the leading agent of intercultural education, should undertake the responsibility for developing intercultural competencies in students in order to eliminate the identified gaps and strengthen the positive trends, which can be achieved by active, consistent, and purposeful use of intercultural education methods and extracurricular educational strategies.
机译：研究旨在确定各种文化因素对学生跨文化能力形成的影响。研究显示出以下消极趋势：学生对不同文化的了解不足，实际上，他们没有与其他文化代表进行交流的经验，并且他们不愿意与不同文化融合。这些差距与学校文化的维度直接相关，例如：学校社区的多样性，教学内容和教学关系的风格。在积极趋势中，我们可以区分以下几点：学生准备在与学校相关的决策过程中考虑不同的观点;学生相信他们可以改善学校文化。学校作为跨文化教育的主要推动者，应承担发展学生跨文化能力的责任，以消除已发现的差距并加强积极趋势，这可以通过积极，持续和有目的地使用跨文化教育方法来实现。和课外教育策略。

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