World+Culture+Model：世界+文化+model幻灯片课件.ppt

1、World Culture ModelWorld Culture ModelConsortium for Teaching Asia Pacific Studies(CTAPS)University of Hawaii 1998World Culture Model defining World Culture Model defining cultureculturevA pattern of behaviour that is shared by a group A pattern of behaviour that is shared by a group(sometimes defin

2、ed by national borders,but more(sometimes defined by national borders,but more often by a shared geographical or historical often by a shared geographical or historical experience).experience).vIt consists of learned ways of thinking and acting,It consists of learned ways of thinking and acting,comm

3、on to all people,which distinguishes them common to all people,which distinguishes them from other people.The products of culture such as from other people.The products of culture such as clothing,art works,and social institutions,reflect clothing,art works,and social institutions,reflect the cultur

4、e.the culture.Why address culture?Why address culture?vinterdependent world/global world,students of the 21st Century need interdependent world/global world,students of the 21st Century need an understanding of the societies that populate the world in order that an understanding of the societies tha

5、t populate the world in order that they may interact with them more effectively.Socially,politically and they may interact with them more effectively.Socially,politically and economically societies have become irreversibly interconnected.economically societies have become irreversibly interconnected

6、.vcitizens of the 21st Century need the skills to understand the concept citizens of the 21st Century need the skills to understand the concept of culture,to analyse the components,which make it up,and to of culture,to analyse the components,which make it up,and to interpret its meaning for them per

7、sonally and for the world at large.interpret its meaning for them personally and for the world at large.HISTORICAL CONTEXTHISTORICAL CONTEXTPastPast Present Present FutureFutureGEOGRAPHICAL CONTEXTGEOGRAPHICAL CONTEXTLocationLocation Human/Environment Interaction Human/Environment InteractionRegionR

8、egionPlacePlaceMovementMovementValues and BeliefsValues and BeliefsSocialSocialPoliticalPolitical Economic EconomicAestheticAestheticvThe World Culture Model can provide such framework.The The World Culture Model can provide such framework.The model is not a flowchart and it is not an outline of con

9、tent model is not a flowchart and it is not an outline of content to be“covered”.to be“covered”.vHowever,the model does provide a general picture of the However,the model does provide a general picture of the important issues and concepts that should be included in important issues and concepts that

10、 should be included in any cultural study(in order that none be overlooked):any cultural study(in order that none be overlooked):vchange vs stability change vs stability vinterdependenceinterdependencevcommunication and munication and conflict.A frameworkA frameworkvA teacher may choose to study one

11、 culture in A teacher may choose to study one culture in depth-Japan for example.In this case each one depth-Japan for example.In this case each one of the thematic bubbles would be included in the of the thematic bubbles would be included in the study through a variety of activities that would,stud

12、y through a variety of activities that would,when possible,consider the general issues of when possible,consider the general issues of change Vs stability,interdependence,change Vs stability,interdependence,communication and conflict as they apply to the communication and conflict as they apply to t

13、he five themes,with historical and geographical five themes,with historical and geographical studies being brought in as necessary.studies being brought in as necessary.One or ManyOne or ManyvOr a teacher may wish to select one of the Or a teacher may wish to select one of the cultural universals-ec

14、onomics for example cultural universals-economics for example-and use it as a basis for a comparative-and use it as a basis for a comparative study of several different cultures,again study of several different cultures,again focussing upon the general background focussing upon the general backgroun

15、d issues as much as possible.issues as much as possible.vVenn DiagramVenn DiagramComparative StudyComparative StudyHistorical ContextHistorical ContextvDiscoveryvWarsvLeadersvExplorationvIndigenous peoplesvGeographical ContextGeographical ContextvIslandsvRegionvBodies of watervUnique featuresvNatura

16、l disastersValues and BeliefsValues and BeliefsvReligionsvChurchvShrinesSocialSocialvClothingClothingvFoodFoodvEntertainmentEntertainmentvLanguageLanguagevHousesHousesvSocial rolesSocial rolesvEducationEducationvHobbiesHobbiesvSport Sport vFestivalsFestivalsPoliticalPoliticalvSystem of governmentSys

17、tem of governmentvParliamentParliamentvFlagFlagvNational symbolsNational symbolsvNational AnthemNational AnthemvWarWarvMapMapvConstitutionConstitutionvPopulation Population EconomicEconomicvMoneyvTrade imports v and exportsvBusinessvAgriculture AestheticAestheticvClothingClothingvArtArtvBuildingsBui

18、ldingsvTheatreTheatrevOperaOperavCraftCraftvFilmFilmImplementationImplementationvIt is always important to have clear structure and It is always important to have clear structure and specific goals in mind.specific goals in mind.vEnsure all lessons are relevant and applicable.Ensure all lessons are

19、relevant and applicable.Otherwise there is the danger of merely teaching a Otherwise there is the danger of merely teaching a series of entertaining,but unrelated activities series of entertaining,but unrelated activities which do not advance the students which do not advance the students understand

20、ing of fundamental cultural issues.understanding of fundamental cultural issues.vRich,Real and RelevantRich,Real and Relevant HISTORICAL CONTEXT HISTORICAL CONTEXTPastPast Present Present Future FutureHiroshimaHiroshima Immigration Immigration GEOGRAPHICAL CONTEXTGEOGRAPHICAL CONTEXTLocationLocation

21、 Human/Environment Interaction Human/Environment InteractionRegionRegionNorth Pacific OceanNorth Pacific OceanRice FieldsRice FieldsOriental 4 main islandsOriental 4 main islandsPlacePlaceMovementMovement Islands,Mt Fuji,Cherry Blossom Islands,Mt Fuji,Cherry BlossomCars,Computers,Electronic equipmentCars,Computers,Electronic equipmentValues and BeliefsValues and BeliefsSocialSocialPoliticalPolitical Economic EconomicAestheticAestheticJAPANJAPAN